{"id": "1.0.HCount.1.90usd", "name": "Poverty Headcount ($1.90 a day)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2011 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.HCount.2.5usd", "name": "Poverty Headcount ($2.50 a day)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.HCount.Mid10to50", "name": "Middle Class ($10-50 a day) Headcount", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.HCount.Ofcl", "name": "Official Moderate Poverty Rate-National", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income below the official poverty line developed by each country.", "sourceOrganization": "LAC Equity Lab tabulations of data from National Statistical Offices.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.HCount.Poor4uds", "name": "Poverty Headcount ($4 a day)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.HCount.Vul4to10", "name": "Vulnerable ($4-10 a day) Headcount", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.PGap.1.90usd", "name": "Poverty Gap ($1.90 a day)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.PGap.2.5usd", "name": "Poverty Gap ($2.50 a day)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.PGap.Poor4uds", "name": "Poverty Gap ($4 a day)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.PSev.1.90usd", "name": "Poverty Severity ($1.90 a day)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.PSev.2.5usd", "name": "Poverty Severity ($2.50 a day)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.0.PSev.Poor4uds", "name": "Poverty Severity ($4 a day)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.HCount.1.90usd", "name": "Poverty Headcount ($1.90 a day)-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2011 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.HCount.2.5usd", "name": "Poverty Headcount ($2.50 a day)-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.HCount.Mid10to50", "name": "Middle Class ($10-50 a day) Headcount-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.HCount.Ofcl", "name": "Official Moderate Poverty Rate- Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income below the official poverty line developed by each country.", "sourceOrganization": "LAC Equity Lab tabulations of data from National Statistical Offices.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.HCount.Poor4uds", "name": "Poverty Headcount ($4 a day)-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.HCount.Vul4to10", "name": "Vulnerable ($4-10 a day) Headcount-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.PGap.1.90usd", "name": "Poverty Gap ($1.90 a day)-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.PGap.2.5usd", "name": "Poverty Gap ($2.50 a day)-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.PGap.Poor4uds", "name": "Poverty Gap ($4 a day)-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.PSev.1.90usd", "name": "Poverty Severity ($1.90 a day)-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.PSev.2.5usd", "name": "Poverty Severity ($2.50 a day)-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1.PSev.Poor4uds", "name": "Poverty Severity ($4 a day)-Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.1_ACCESS.ELECTRICITY.TOT", "name": "Access to electricity (% of total population)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "Access to electricity is the percentage of population with access to electricity.", "sourceOrganization": "World Bank Global Electrification Database 2012", "topics": []}
{"id": "1.1_TOTAL.FINAL.ENERGY.CONSUM", "name": "Total final energy consumption (TFEC)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "Total final energy consumption (TFEC): This indicator is derived form energy balances statistics and is equivalent to total final consumption excluding non-energy use.", "sourceOrganization": "World Bank and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).  ", "topics": []}
{"id": "1.1_YOUTH.LITERACY.RATE", "name": "Literacy rate, youth total (% of people ages 15-24) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "The number of persons aged 15 to 24 years who can both read and write with understanding a short simple statement on their everyday life, divided by the population in that age group. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. For further country-specific definition details please refer to the source of information, the UNESCO Institute for Statistics (UIS): www.uis.unesco.org", "sourceOrganization": "Source of information: UNESCO Institute for Statistics (www.uis.unesco.org). Please refer to its website for country-specific details on the specific national data sources and method used. ", "topics": []}
{"id": "1.2.HCount.1.90usd", "name": "Poverty Headcount ($1.90 a day)-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2011 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.HCount.2.5usd", "name": "Poverty Headcount ($2.50 a day)-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.HCount.Mid10to50", "name": "Middle Class ($10-50 a day) Headcount-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.HCount.Ofcl", "name": "Official Moderate Poverty Rate-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income below the official poverty line developed by each country.", "sourceOrganization": "LAC Equity Lab tabulations of data from National Statistical Offices.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.HCount.Poor4uds", "name": "Poverty Headcount ($4 a day)-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.HCount.Vul4to10", "name": "Vulnerable ($4-10 a day) Headcount-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.PGap.1.90usd", "name": "Poverty Gap ($1.90 a day)-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.PGap.2.5usd", "name": "Poverty Gap ($2.50 a day)-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.PGap.Poor4uds", "name": "Poverty Gap ($4 a day)-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.PSev.1.90usd", "name": "Poverty Severity ($1.90 a day)-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.PSev.2.5usd", "name": "Poverty Severity ($2.50 a day)-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2.PSev.Poor4uds", "name": "Poverty Severity ($4 a day)-Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "1.2_ACCESS.ELECTRICITY.RURAL", "name": "Access to electricity (% of rural population)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "Access to electricity is the percentage of rural population with access to electricity. ", "sourceOrganization": "World Bank Global Electrification Database 2013", "topics": []}
{"id": "1.3_ACCESS.ELECTRICITY.URBAN", "name": "Access to electricity (% of urban population)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "Access to electricity is the percentage of total population with access to electricity. ", "sourceOrganization": "World Bank Global Electrification Database 2014", "topics": []}
{"id": "100000", "name": "100000:GROSS DOMESTIC PRODUCT", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1000000", "name": "1000000:GROSS DOMESTIC PRODUCT", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110000", "name": "110000:INDIVIDUAL CONSUMPTION EXPENDITURE BY HOUSEHOLDS", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110100", "name": "110100:FOOD AND NON-ALCOHOLIC BEVERAGES", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101000", "name": "1101000:FOOD AND NON-ALCOHOLIC BEVERAGES", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110110", "name": "110110:FOOD", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101100", "name": "1101100:FOOD", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110111", "name": "110111:Bread and cereals (Class)", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101110", "name": "1101110:Bread and cereals", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110112", "name": "110112:Meat (Class)", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101120", "name": "1101120:Meat", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110113", "name": "110113:Fish and seafood (Class)", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101130", "name": "1101130:Fish and seafood", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110114", "name": "110114:Milk, cheese and eggs (Class)", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101140", "name": "1101140:Milk, cheese and eggs", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110115", "name": "110115:Oils and fats (Class)", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101150", "name": "1101150:Oils and fats", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110116", "name": "110116:Fruit (Class)", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101160", "name": "1101160:Fruit", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110117", "name": "110117:Vegetables (Class)", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101170", "name": "1101170:Vegetables", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110118", "name": "110118:Sugar, jam, honey, chocolate and confectionery (Class)", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101180", "name": "1101180:Sugar, jam, honey, chocolate and confectionery", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110119", "name": "110119:Food products nec (Class)", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101190", "name": "1101190:Food products n.e.c. (Class)", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110120", "name": "110120:NON-ALCOHOLIC BEVERAGES", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1101200", "name": "1101200:NON-ALCOHOLIC BEVERAGES", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110200", "name": "110200:ALCOHOL BEVERAGES, TOBACCO AND NARCOTICS", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1102000", "name": "1102000:ALCOHOLIC BEVERAGES, TOBACCO AND NARCOTICS", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110210", "name": "110210:ALCOHOL BEVERAGES", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1102100", "name": "1102100:ALCOHOLIC BEVERAGES", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110220", "name": "110220:TOBACCO", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1102200", "name": "1102200:TOBACCO", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110300", "name": "110300:CLOTHING AND FOOTWEAR", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1103000", "name": "1103000:CLOTHING AND FOOTWEAR", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110400", "name": "110400:HOUSING, WATER, ELECTRICITY, GAS, AND OTHER FUELS", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110500", "name": "110500:FURNISHING, HOUSEHOLD EQUIPMENT AND ROUTINE MAINTENANCE OF THE HOUSE", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1105000", "name": "1105000:FURNISHINGS, HOUSEHOLD EQUIPMENT AND ROUTINE HOUSEHOLD MAINTENANCE", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110600", "name": "110600:HEALTH - HHC (Category)", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110700", "name": "110700:TRANSPORT", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1107000", "name": "1107000:TRANSPORT", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110710", "name": "110710:PURCHASE OF VEHICLES", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1107100", "name": "1107100:PURCHASE OF VEHICLES", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110730", "name": "110730:TRANSPORT SERVICES", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1107300", "name": "1107300:TRANSPORT SERVICES", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "110800", "name": "110800:COMMUNICATION", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1108000", "name": "1108000:COMMUNICATION", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "111100", "name": "111100:RESTAURANTS AND HOTELS", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1111000", "name": "1111000:RESTAURANTS AND HOTELS", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "111300", "name": "111300:BALANCE OF EXPENDITURES OF RESIDENTS ABROAD AND EXPENDITURES OF NON-RESIDENTS IN THE ECONOMIC TERRITORY", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1113000", "name": "1113000:NET PURCHASES ABROAD", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "130000", "name": "130000:INDIVIDUAL CONSUMPTION EXPENDITURE BY GOVERNMENT", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1300000", "name": "1300000:INDIVIDUAL CONSUMPTION EXPENDITURE BY GOVERNMENT", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "140000", "name": "140000:COLLECTIVE CONSUMPTION EXPENDITURE BY GOVERNMENT", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1400000", "name": "1400000:COLLECTIVE CONSUMPTION EXPENDITURE BY GOVERNMENT", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "150000", "name": "150000:GROSS FIXED CAPITAL FORMATION", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1500000", "name": "1500000:GROSS CAPITAL FORMATION", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "150100", "name": "150100:MACHINERY AND EQUIPMENT", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1501000", "name": "1501000:GROSS FIXED CAPITAL FORMATION", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "1501100", "name": "1501100:MACHINERY AND EQUIPMENT", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1501200", "name": "1501200:CONSTRUCTION", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1501300", "name": "1501300:OTHER PRODUCTS", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "150200", "name": "150200:CONSTRUCTION", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1502000", "name": "1502000:CHANGES IN INVENTORIES", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "150300", "name": "150300:OTHER PRODUCTS", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1503000", "name": "1503000:ACQUISITIONS LESS DISPOSALS OF VALUABLES (Category)", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "1600000", "name": "1600000:BALANCE OF EXPORTS AND IMPORTS", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "160100", "name": "160100:CHANGES IN INVENTORIES", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "160200", "name": "160200:ACQUISITIONS LESS DISPOSALS OF VALUABLES", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "170000", "name": "170000:BALANCE OF EXPORTS AND IMPORTS", "unit": "", "source": {"id": "71", "value": "International Comparison Program (ICP) 2005"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "2.0.cov.Cel", "name": "Coverage: Mobile Phone", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Ele", "name": "Coverage: Electricity", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.FPS", "name": "Coverage: Finished Primary School", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "4", "value": "Education "}]}
{"id": "2.0.cov.Int", "name": "Coverage: Internet ", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Math.pl_2.all", "name": "Coverage: Mathematics Proficiency Level 2", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Math.pl_2.prv", "name": "Coverage: Mathematics Proficiency Level 2, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Math.pl_2.pub", "name": "Coverage: Mathematics Proficiency Level 2, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Math.pl_3.all", "name": "Coverage: Mathematics Proficiency Level 3", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Math.pl_3.prv", "name": "Coverage: Mathematics Proficiency Level 3, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Math.pl_3.pub", "name": "Coverage: Mathematics Proficiency Level 3, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Read.pl_2.all", "name": "Coverage: Reading Proficiency Level 2", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Read.pl_2.prv", "name": "Coverage: Reading Proficiency Level 2, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Read.pl_2.pub", "name": "Coverage: Reading Proficiency Level 2, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Read.pl_3.all", "name": "Coverage: Reading Proficiency Level 3", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Read.pl_3.prv", "name": "Coverage: Reading Proficiency Level 3, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Read.pl_3.pub", "name": "Coverage: Reading Proficiency Level 3, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.San", "name": "Coverage: Sanitation", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Sch", "name": "Coverage: School Enrollment", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Scie.pl_2.all", "name": "Coverage: Science Proficiency Level 2", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Scie.pl_2.prv", "name": "Coverage: Science Proficiency Level 2, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Scie.pl_2.pub", "name": "Coverage: Science Proficiency Level 2, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Scie.pl_3.all", "name": "Coverage: Science Proficiency Level 3", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Scie.pl_3.prv", "name": "Coverage: Science Proficiency Level 3, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Scie.pl_3.pub", "name": "Coverage: Science Proficiency Level 3, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.cov.Wat", "name": "Coverage: Water", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Cel", "name": "HOI: Mobile Phone", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Ele", "name": "HOI: Electricity", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.FPS", "name": "HOI: Finished Primary School", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "4", "value": "Education "}]}
{"id": "2.0.hoi.Int", "name": "HOI: Internet ", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Math.pl_2.all", "name": "HOI: Mathematics Proficiency Level 2", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Math.pl_2.prv", "name": "HOI: Mathematics Proficiency Level 2, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Math.pl_2.pub", "name": "HOI: Mathematics Proficiency Level 2, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Math.pl_3.all", "name": "HOI: Mathematics Proficiency Level 3", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Math.pl_3.prv", "name": "HOI: Mathematics Proficiency Level 3, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Math.pl_3.pub", "name": "HOI: Mathematics Proficiency Level 3, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Read.pl_2.all", "name": "HOI: Reading Proficiency Level 2", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Read.pl_2.prv", "name": "HOI: Reading Proficiency Level 2, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Read.pl_2.pub", "name": "HOI: Reading Proficiency Level 2, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Read.pl_3.all", "name": "HOI: Reading Proficiency Level 3", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Read.pl_3.prv", "name": "HOI: Reading Proficiency Level 3, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Read.pl_3.pub", "name": "HOI: Reading Proficiency Level 3, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.San", "name": "HOI: Sanitation", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Sch", "name": "HOI: School Enrollment", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Scie.pl_2.all", "name": "HOI: Science Proficiency Level 2", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Scie.pl_2.prv", "name": "HOI: Science Proficiency Level 2, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Scie.pl_2.pub", "name": "HOI: Science Proficiency Level 2, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Scie.pl_3.all", "name": "HOI: Science Proficiency Level 3", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Scie.pl_3.prv", "name": "HOI: Science Proficiency Level 3, Private schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Scie.pl_3.pub", "name": "HOI: Science Proficiency Level 3, Public schools", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations using PISA Data.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.0.hoi.Wat", "name": "HOI: Water", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "2.1_ACCESS.CFT.TOT", "name": "Access to Clean Fuels and Technologies for cooking (% of total population)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "2.1_PRE.PRIMARY.GER", "name": "School enrolment, preprimary, national source (% gross)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Pre-Primary Gross Enrolment Rate (GER): The number of pupils enrolled in pre-primary school, regardless of age, expressed as a percentage of the population in the theoretical age group in pre-primary school. The purpose of this indicator is to measure the general level of participation of children in Early Childhood Education (ECE) programs. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "2.1_SHARE.TOTAL.RE.IN.TFEC", "name": "Renewable energy consumption(% in TFEC)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "Renewable energy consumption(% in TFEC): Share of renewables energy in total final energy consumption", "sourceOrganization": "World Bank and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).  ", "topics": []}
{"id": "2.2_GIR", "name": "Gross intake ratio in grade 1, total, national source (% of relevant age group)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Gross intake ratio (GIR): This indicator measures the total number of new entrants in the first grade of primary education, regardless of age, expressed as a percentage of the population at the official primary school-entrance age. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "2.3_GIR.GPI", "name": "Gender parity index for gross intake ratio in grade 1", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Ratio of female to male values of gross intake ratio for primary first grade. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "2.4_OOSC.RATE", "name": "Rate of out of school children, national source (% of relevant age group) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Number of children of official primary school age who are not enrolled in primary or secondary school, expressed as a percentage of the population of official primary school age. This indicator is intended to measure the size of the population in the official primary school age range that should be targeted by policies and efforts to achieve universal primary education. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "2.5_PCR", "name": "Primary completion rate, total, national source (% of relevant age group)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "The Primary Completion Rate (PCR) is the percentage of pupils who completed the last year of primary schooling. It is computed by dividing the total number of students in the last grade of primary school minus repeaters in that grade, divided by the total number of children of official completing age. Country-specific definition, method and targets are determined by countries themselves.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "2.6_PCR.GPI", "name": "Gender parity index for primary completion rate ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Ratio of female to male values of Primary Completion Rate. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "2.7_PRI.SEC.TRANSITION.RATE", "name": "Progression to secondary school, national source (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "This indicator measures the number of new entrants to the first grade of secondary education (general programs only) in a given year, expressed as a percentage of the number of pupils enrolled in the final grade of primary education in the previous year. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "2.8_LOW.SEC.COMPLETION.RATE", "name": "Lower secondary completion rate, total, national source (% of relevant age group)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "The lower secondary school completion rate is the percentage of children who are completing the last year of lower secondary education. It is computed by dividing the total number of students in the last grade of lower secondary education school minus repeaters in that grade divided by the total number of children of official completing age. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.0.Atkin.0.5", "name": "Atkinson, A(.5)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Atkinson (1970) proposed this class of inequality measures with  a weighting parameter \u03b5 which measures aversion to inequality. As \u03b5 rises, the index becomes more sensitive to transfers at the lower end of the distribution and less sensitive to transfers at the top. The limit case, \u03b5\u21920, the index reflects the Function of Rawls which only takes account of transfers to the very lowest income group; at the other extreme, when \u03b5=0, we obtain the linear utility function. This ranks distributions solely according to total income.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.Atkin.1", "name": "Atkinson, A(1)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Atkinson (1970) proposed this class of inequality measures with  a weighting parameter \u03b5 which measures aversion to inequality. As \u03b5 rises, the index becomes more sensitive to transfers at the lower end of the distribution and less sensitive to transfers at the top. The limit case, \u03b5\u21920, the index reflects the Function of Rawls which only takes account of transfers to the very lowest income group; at the other extreme, when \u03b5=0, we obtain the linear utility function. This ranks distributions solely according to total income.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.Atkin.2", "name": "Atkinson, A(2)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Atkinson (1970) proposed this class of inequality measures with  a weighting parameter \u03b5 which measures aversion to inequality. As \u03b5 rises, the index becomes more sensitive to transfers at the lower end of the distribution and less sensitive to transfers at the top. The limit case, \u03b5\u21920, the index reflects the Function of Rawls which only takes account of transfers to the very lowest income group; at the other extreme, when \u03b5=0, we obtain the linear utility function. This ranks distributions solely according to total income.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.GenEnt-1", "name": "Generalized Entrophy, GE(-1)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The parameter \u03b1 in the GE class represents the weight given to distances between incomes at different parts of the income distribution, and can take any real value. For lower values of \u03b1, GE is more sensitive to changes in the lower tail of the distribution, and for higher values GE is more sensitive to changes that affect the upper tail. GE(1) is the Theil index.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.GenEnt2", "name": "Generalized Entrophy, GE(2)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The parameter \u03b1 in the GE class represents the weight given to distances between incomes at different parts of the income distribution, and can take any real value. For lower values of \u03b1, GE is more sensitive to changes in the lower tail of the distribution, and for higher values GE is more sensitive to changes that affect the upper tail. GE(1) is the Theil index.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.Gini", "name": "Gini Coefficient", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Gini coefficient is most common measure of inequality. It is based on the Lorenz curve, a cumulative frequency curve that compares the distribution of a specific variable (in this case, income) with the uniform distribution that represents equality. The Gini coefficient is bounded by 0 (indicating perfect equality of income) and 1, which means complete inequality. This calculation includes observations of 0 income.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.Gini_nozero", "name": "Gini Coefficient (No Zero Income)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Gini coefficient is most common measure of inequality. It is based on the Lorenz curve, a cumulative frequency curve that compares the distribution of a specific variable (in this case, income) with the uniform distribution that represents equality. The Gini coefficient is bounded by 0 (indicating perfect equality of income) and 1, which means complete inequality. This calculation does not includes observations of 0 income.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.IncShr.q1", "name": "Income Share of First Quintile", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of household income held by the bottom quintile (0-20 percent).", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.IncShr.q2", "name": "Income Share of Second Quintile", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of household income held by the seocnd quintile (20 - 40 percent).", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.IncShr.q3", "name": "Income Share of Third Quintile", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of household income held by the third quintile (40 - 60 percent).", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.IncShr.q4", "name": "Income Share of Fourth Quintile", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of household income held by the fourth quintile (60 - 80 percent).", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.IncShr.q5", "name": "Income Share of Fifth Quintile", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of household income held by the top quintile (80 - 100 percent).", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.MLongDev0", "name": "Mean Log Deviation, GE(0)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The parameter \u03b1 in the GE class represents the weight given to distances between incomes at different parts of the income distribution, and can take any real value. For lower values of \u03b1, GE is more sensitive to changes in the lower tail of the distribution, and for higher values GE is more sensitive to changes that affect the upper tail. GE(1) is the Theil index.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.Rate75-25", "name": "Rate 75/25", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The decile dispersion ratio presents the ratio of the average income of the richest 25 percent by that of the poorest 25 percent. This ratio expresses the income of the top quantile as multiples of that of the poorest quantile. However, it ignores information about incomes in the middle of the income distribution and doesn\u2019t use information about the distribution of income within the top and bottom deciles or percentiles.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.Rate90-10", "name": "Rate 90/10", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The decile dispersion ratio presents the ratio of the average income of the richest 10 percent by that of the poorest 10 percent. This ratio expresses the income of the top quantile as multiples of that of the poorest quantile. However, it ignores information about incomes in the middle of the income distribution and doesn\u2019t use information about the distribution of income within the top and bottom deciles or percentiles.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.0.TheilInd1", "name": "Theil Index, GE(1)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": " The Theil index is part of a larger family of measures referred to as the General Entropy class. Compared to the Gini index, it has the advantage of being additive across different subgroups or regions in the country. However, it does not have a straightforward representation and lacks the appealing interpretation of the Gini coefficient. ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.1.Gini", "name": "Gini, Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Gini coefficient is most common measure of inequality. It is based on the Lorenz curve, a cumulative frequency curve that compares the distribution of a specific variable (in this case, income) with the uniform distribution that represents equality. The Gini coefficient is bounded by 0 (indicating perfect equality of income) and 1, which means complete inequality. This calculation includes observations of 0 income.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.1.MLongDev0", "name": "Mean Log Deviation, GE(0), Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The parameter \u03b1 in the GE class represents the weight given to distances between incomes at different parts of the income distribution, and can take any real value. For lower values of \u03b1, GE is more sensitive to changes in the lower tail of the distribution, and for higher values GE is more sensitive to changes that affect the upper tail. GE(1) is the Theil index.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.1.TheilInd1", "name": "Theil Index, GE(1), Rural", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": " The Theil index is part of a larger family of measures referred to as the General Entropy class. Compared to the Gini index, it has the advantage of being additive across different subgroups or regions in the country. However, it does not have a straightforward representation and lacks the appealing interpretation of the Gini coefficient. ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.1_LOW.SEC.NEW.TEACHERS", "name": "Lower secondary education, new teachers, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Persons employed for the first time in an official capacity to guide and direct the learning experience of pupils in lower secondary school, excluding educational personnel who have no active teaching duties. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.1_PRI.NEW.ENTRANTS", "name": "Primary education, new entrants, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Pupils entering primary school for the first time, excluding repetears. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.1_RE.CONSUMPTION", "name": "Renewable energy consumption (TJ)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "Renewable energy consumption (TJ): This indicator includes renewable energy consumption of all technologies: hydro, modern and traditional biomass, wind, solar, liquid biofuels, biogas, geothermal, marine and waste", "sourceOrganization": "World Bank and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).  ", "topics": []}
{"id": "3.11_LOW.SEC.CLASSROOMS", "name": "Lower secondary education, classrooms, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Number of rooms or single accommodations, minimally equipped, in which a class of pupils in lower secondary school is taught. Country-specific definition, method and targets are determined by countries themselves.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.12_LOW.SEC.NEW.CLASSROOMS", "name": "Lower secondary education, new classrooms, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Number of rooms or single accommodations, minimally equipped, built for the first time in which a class of pupils in lower secondary school is taught. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.13_PRI.MATH.BOOK.PER.PUPIL", "name": "Ratio of textbooks per pupil, primary education, mathematics", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Number of books used by a single pupil used as a standard work for the study of the mathematics subject. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.14_PRI.LANGU.BOOK.PER.PUPIL", "name": "Ratio of textbooks per pupil, primary education, language", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Number of books used by a single pupil used as a standard work for the study of the primary language of instruction. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.15_LEARN.TIME.TEACHER.STUDY", "name": "Last study on effective learning time and teacher attendance (year)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Date (year) of the most recent study carried out by any national or international entity on the effectiveness of the instruction time devoted to learning activities.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.2.Gini", "name": "Gini, Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Gini coefficient is most common measure of inequality. It is based on the Lorenz curve, a cumulative frequency curve that compares the distribution of a specific variable (in this case, income) with the uniform distribution that represents equality. The Gini coefficient is bounded by 0 (indicating perfect equality of income) and 1, which means complete inequality. This calculation includes observations of 0 income.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.2.MLongDev0", "name": "Mean Log Deviation, GE(0),Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The parameter \u03b1 in the GE class represents the weight given to distances between incomes at different parts of the income distribution, and can take any real value. For lower values of \u03b1, GE is more sensitive to changes in the lower tail of the distribution, and for higher values GE is more sensitive to changes that affect the upper tail. GE(1) is the Theil index.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.2.TheilInd1", "name": "Theil Index, GE(1),Urban", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": " The Theil index is part of a larger family of measures referred to as the General Entropy class. Compared to the Gini index, it has the advantage of being additive across different subgroups or regions in the country. However, it does not have a straightforward representation and lacks the appealing interpretation of the Gini coefficient. ", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "3.2_PRI.STUDENTS", "name": "Primary education, pupils, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Total population of pupils in primary school, regardless of age. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.3_PRI.TEACHERS", "name": "Primary education, teachers, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Persons employed in an official capacity to guide and direct the learning experience of pupils in primary school, excluding educational personnel who have no active teaching duties. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.4_PRI.NEW.TEACHERS", "name": "Primary education, new teachers, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Persons employed for the first time in an official capacity to guide and direct the learning experience of pupils in primary school. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.5_PRI.CLASSROOMS", "name": "Primary education, classrooms, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Number of rooms or single accommodations, minimally equipped, in which a class of pupils in primary school is taught. Country-specific definition, method and targets are determined by countries themselves.  ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.6_PRI.NEW.CLASSROOMS", "name": "Primary education, new classrooms, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Number of rooms or single accommodations, minimally equipped, built for the first time in which a class of pupils in primary school is taught. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.7_LOW.SEC.NEW.ENTRANTS", "name": "Lower Secondary education, new entrants, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Pupils entering lower secondary school for the first time, excluding repeaters. Country-specific definition, method and targets are determined by countries themselves.  ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.8_LOW.SEC.STUDENTS", "name": "Lower secondary education, pupils, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Total population of pupils in lower secondary school, regardless of age. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "3.9_LOW.SEC.TEACHERS", "name": "Lower secondary education, teachers, national source", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Persons employed in an official capacity to guide and direct the learning experience of pupils in lower secondary school, excluding educational personnel who have no active teaching duties. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "4.0.nini.15a18", "name": "Youth: Neither in School Nor Working  (15-18)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 15-18 that is neither employed nor in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.nini.15a24", "name": "Youth: Neither in School Nor Working  (15-24)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 15-24 that is neither employed nor in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.nini.19a24", "name": "Youth: Neither in School Nor Working  (19-24)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 19-24 that is neither employed nor in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.stud.15a18", "name": "Youth: In School (15-18)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 15-18 that is in school and not employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.stud.15a24", "name": "Youth: In School (15-24)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 15-24 that is in school and not employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.stud.19a24", "name": "Youth: In School (19-24)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 19-24 that is in school and not employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.studwork.15a18", "name": "Youth: In School and Employed (15-18)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 15-18 that is in school and employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.studwork.15a24", "name": "Youth: In School and Employed (15-24)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 15-24 that is in school and employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.studwork.19a24", "name": "Youth: In School and Employed (19-24)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 19-24 that is in school and employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.work.15a18", "name": "Youth: Employed (15-18)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 15-18 that is employed and not in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.work.15a24", "name": "Youth: Employed (15-24)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 15-24 that is employed and not in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.0.work.19a24", "name": "Youth: Employed (19-24)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population ages 19-24 that is employed and not in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.1_TOTAL.ELECTRICITY.OUTPUT", "name": "Total electricity output (GWh)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "Total electricity output (GWh): Total number of GWh generated by all power plants", "sourceOrganization": "World Bank and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).  ", "topics": []}
{"id": "4.1.2_REN.ELECTRICITY.OUTPUT", "name": "Renewable energy electricity output (GWh)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "Renewable energy electricity output (GWh): Total number of GWh generated by renewable power plants, including wind, solar PV, solar thermal, hydro, marine, geothermal, biomass, renewable municipal waste, liquid biofuels and biogas. Electricity production for hydro pumpted storage is excluded.", "sourceOrganization": "World Bank and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).  ", "topics": []}
{"id": "4.1.nini.15a18", "name": "Youth: Neither in School Nor Working  (15-18), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 15-18 that is neither employed nor in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.nini.15a24", "name": "Youth: Neither in School Nor Working  (15-24), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 15-24 that is neither employed nor in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.nini.19a24", "name": "Youth: Neither in School Nor Working  (19-24), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 19-24 that is neither employed nor in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.stud.15a18", "name": "Youth: In School (15-18), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 15-18 that is in school and not employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.stud.15a24", "name": "Youth: In School (15-24), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 15-24 that is in school and not employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.stud.19a24", "name": "Youth: In School (19-24), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 19-24 that is in school and not employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.studwork.15a18", "name": "Youth: In School and Employed (15-18), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 15-18 that is in school and employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.studwork.15a24", "name": "Youth: In School and Employed (15-24), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 15-24 that is in school and employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.studwork.19a24", "name": "Youth: In School and Employed (19-24), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 19-24 that is in school and employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.work.15a18", "name": "Youth: Employed (15-18), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 15-18 that is employed and not in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.work.15a24", "name": "Youth: Employed (15-24), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 15-24 that is employed and not in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1.work.19a24", "name": "Youth: Employed (19-24), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population ages 19-24 that is employed and not in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.1_SHARE.RE.IN.ELECTRICITY", "name": "Renewable electricity (% in total electricity output)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "Renewable electricity (% in total electricity output): Share of electrity generated by renewable power plants in total electricity generated by all types of plants", "sourceOrganization": "World Bank and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).  ", "topics": []}
{"id": "4.1_TOTAL.EDU.SPENDING", "name": "Public spending on total education (% of total public spending)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Public expenses devoted to the education sector, including recurrent and capital expenditures and teacher salaries, expressed as a percentage of the total general government expenses. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "4.2.nini.15a18", "name": "Youth: Neither in School Nor Working  (15-18), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 15-18 that is neither employed nor in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.nini.15a24", "name": "Youth: Neither in School Nor Working  (15-24), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 15-24 that is neither employed nor in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.nini.19a24", "name": "Youth: Neither in School Nor Working  (19-24), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 19-24 that is neither employed nor in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.stud.15a18", "name": "Youth: In School (15-18), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 15-18 that is in school and not employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.stud.15a24", "name": "Youth: In School (15-24), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 15-24 that is in school and not employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.stud.19a24", "name": "Youth: In School (19-24), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 19-24 that is in school and not employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.studwork.15a18", "name": "Youth: In School and Employed (15-18), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 15-18 that is in school and employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.studwork.15a24", "name": "Youth: In School and Employed (15-24), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 15-24 that is in school and employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.studwork.19a24", "name": "Youth: In School and Employed (19-24), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 19-24 that is in school and employed.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.work.15a18", "name": "Youth: Employed (15-18), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 15-18 that is employed and not in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.work.15a24", "name": "Youth: Employed (15-24), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 15-24 that is employed and not in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2.work.19a24", "name": "Youth: Employed (19-24), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population ages 19-24 that is employed and not in school.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\" by De Hoyos, Popova, and Rogers (2014, World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "4.2_BASIC.EDU.SPENDING", "name": "Public spending on basic education (% of public spending on total education)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Public expenses devoted to the basic education sector, including recurrent and capital expenditures and teacher salaries, expressed as a percentage of the public spending on total education. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "4.3_TOTAL.EDU.RECURRENT", "name": "Public recurrent spending on total education (% of total public recurrent spending)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Public recurrent expenses devoted to the education sector, expressed as a percentage of the total general government recurrent expenses. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "4.4_BASIC.EDU.RECURRENT", "name": "Public recurrent spending on basic education (% of public recurrent spending on total education)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Public recurrent expenses devoted to the basic education sector, expressed as a percentage of the public recurrent spending on total education. Country-specific definition, method and targets are determined by countries themselves. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "5.0.AMeanIncGr.All", "name": "Annualized Mean Income Growth (2004-2014)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The official indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "5.0.AMeanIncGr.B40", "name": "Annualized Mean Income Growth Bottom 40 Percent (2004-2014)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "5.1.1_AFG.TOTA.AID.CIDA", "name": "International aid disbursed to total education, CIDA to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_ALB.TOTA.AID.WB", "name": "International aid disbursed to total education, World Bank to Albania (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_BFA.TOTA.AID.CIDA", "name": "International aid disbursed to total education, CIDA to Burkina Faso (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_CAF.TOT.AID.GPE", "name": " International aid disbursed to total education, Global Partnership for Education to Central African Republic (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_CIV.TOTA.AID.AFDB", "name": " International aid disbursed to total education, AfDB to C\u00f4te d'Ivoire (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_CMR.TOTA.AID.BAD", "name": "International aid disbursed to total education, AfDB to Cameroun (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_DJI.TOTA.AID.WB", "name": "International aid disbursed to total education, World Bank (IDA) to Djibouti (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_ETH.TOTA.AID.ADB", "name": "International aid disbursed to total education, ADB to Ethiopia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_GEO.TOTA.AID.EC", "name": "International aid disbursed to total education, European Commission to Georgia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_GHA.TOTA.AID.DFID", "name": "International aid disbursed to total education, DFID to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_GIN.TOTA.AID.ADPP.AFD", "name": "International aid disbursed to total education, AFD to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_GNB.TOTA.AID.ADPP.EU", "name": "International aid disbursed to total education, ADPP (European Union) to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_KGZ.TOTA.AID.ADPP.EU", "name": " International aid disbursed to total education, European Commission to Kyrgyzstan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_KHM.TOTA.AID.BAD", "name": " International aid disbursed to total education, AfDB to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_LAO.TOTA.AID.ADB", "name": " International aid disbursed to total education, ADB to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_LBR.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Liberia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_MDA.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Moldova (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_MDG.TOTA.AID.WB", "name": " International aid to total education executed by World Bank (including GPE funds) in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_MOZ.TOTA.AID.CAN", "name": " International aid disbursed to total education, Canada to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_MRT.TOTA.AID.AFD", "name": "International aid disbursed to total education, AFD to Mauritania (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_MWI.TOTA.AID.AFDB", "name": "International aid disbursed to total education, AfDB to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_NER.TOTA.AID.AFD", "name": "International aid disbursed to total education, AFD to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_RWA.TOTA.AID.DFID", "name": " International aid disbursed to total education, DFID to Rwanda (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_SEN.TOTA.AID.CIDA", "name": " International aid disbursed to total education, CIDA to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_SLE.TOTA.AID.DFID", "name": " International aid disbursed to total education, DFID to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_VNM.TOTA.AID.BEL", "name": "International aid disbursed to total education, Belgium to Vietnam (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.1_ZMB.TOTA.AID.DNK", "name": "International aid disbursed to total education, Denmark to Zambia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.10_AFG.TOTA.AID.SIDA", "name": "International aid disbursed to total education, Sida to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.10_ETH.TOTA.AID.JPN", "name": "International aid disbursed to total education, Japan Government to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.10_KHM.TOTA.AID.WFP", "name": " International aid disbursed to total education, WFP to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.10_LAO.TOTA.AID.WB", "name": " International aid disbursed to total education, World Bank to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.10_MDG.TOTA.AID.EC", "name": " International aid to total education executed by the European Commission in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.10_MOZ.TOTA.AID.JPN", "name": " International aid disbursed to total education, Japan to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.10_MWI.TOTA.AID.WFP", "name": "International aid disbursed to total education, WFP to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.10_NER.TOTA.AID.UNICEF", "name": "International aid disbursed to total  education, UNICEF to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.10_TJK.TOTA.AID.WB", "name": " International aid disbursed to total education, World Bank to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.11_AFG.TOTA.AID.UNESCO", "name": "International aid disbursed to total education, UNESCO to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.11_ETH.TOTA.AID.JICA", "name": "International aid disbursed to total education, JICA to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.11_KHM.TOTA.AID.WB", "name": " International aid disbursed to total education, World Bank to Cambodia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.11_LAO.TOTA.AID.INGOS", "name": " International aid disbursed to total education, International NGOs to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.11_MOZ.TOTA.AID.NLD", "name": " International aid disbursed to total education, Netherlands to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.11_MWI.TOTA.AID.WB", "name": "International aid disbursed to total education, World Bank to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.12_AFG.TOTA.AID.USAID", "name": "International aid disbursed to total education, USAID to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.12_ETH.TOTA.AID.KFW", "name": "International aid disbursed to total education, KfW to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.12_MOZ.TOTA.AID.PRT", "name": " International aid disbursed to total education, Portugal to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.13_AFG.TOTA.AID.WB", "name": "International aid disbursed to total education, World Bank to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": [{}]}
{"id": "5.1.13_ETH.TOTA.AID.NLD", "name": "International aid disbursed to total education, Netherlands to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.13_MOZ.TOTA.AID.ESP", "name": " International aid disbursed to total education, Spain to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.14_ETH.TOTA.AID.SIDA", "name": "International aid disbursed to total education, Sida to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.14_MOZ.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.15_ETH.TOTA.AID.UNICEF", "name": "International aid disbursed to total education, UNICEF to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.15_MOZ.TOTA.AID.USAID", "name": " International aid disbursed to total education, USAID to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.16_ETH.TOTA.AID.USAID", "name": "International aid disbursed to total education, USAID to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.16_MOZ.TOTA.AID.WB", "name": " International aid disbursed to total education, World Bank to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.17_ETH.TOTA.AID.WFP", "name": "International aid disbursed to total education, WFP to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.18_ETH.TOTA.AID.WB", "name": "International aid disbursed to total education, World Bank to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_AFG.TOTA.AID.DANIDA", "name": "International aid disbursed to total education, DANIDA to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_ALB.TOTA.AID.BEI", "name": "International aid disbursed to total education, BEI to Albania (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_BFA.TOTA.AID.AFD", "name": " International aid disbursed to total education, AFD to Burkina Faso (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_CIV.TOTA.AID.BADEA", "name": " International aid disbursed to total education, BADEA to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_CMR.TOTA.AID.WB", "name": "International aid disbursed to total education, World Bank to Cameroun (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_DJI.TOTA.AID.FSD", "name": "International aid disbursed to total education, FSD to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_ETH.TOTA.AID.BEL", "name": "International aid disbursed to total education, Belgium (VLIR USO) to Ethiopia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_GEO.TOTA.AID.UNICEF", "name": "International aid disbursed to total education, UNICEF to Georgia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_GHA.TOTA.AID.GPE", "name": "International aid disbursed to total education, Global Partnership for Education to Djibouti (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_GIN.TOTA.AID.ADPP.AFDB", "name": "International aid disbursed to total education, AfDB to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_GNB.TOTA.AID.ADPP.HUM", "name": "International aid disbursed to total education, ADPP (Humana People to People) to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_KGZ.TOTA.AID.ADPP.GIZ", "name": " International aid disbursed to total education, GIZ to Kyrgyzstan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_KHM.TOTA.AID.BEL", "name": " International aid disbursed to total education, Belgium to Cambodia (USD million)   ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_LAO.TOTA.AID.AUS", "name": " International aid disbursed to total education, AusAID to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_LBR.TOTA.AID.USAID", "name": " International aid disbursed to total education, USAID to Liberia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_MDA.TOTA.AID.WB", "name": " International aid disbursed to total education, World Bank to Moldova (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_MDG.TOTA.AID.ILO", "name": " International aid to total education executed by ILO in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_MOZ.TOTA.AID.DANIDA", "name": " International aid disbursed to total education, DANIDA to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_MRT.TOTA.AID.ISDB", "name": "International aid disbursed to total education, IsDB to Mauritania (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_MWI.TOTA.AID.CIDA", "name": "International aid disbursed to total education, CIDA to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_NER.TOTA.AID.BEL", "name": "International aid disbursed to total  education, Belgium to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_RWA.TOTA.AID.GPE", "name": " International aid disbursed to total education, Global Partnership for Education to Rwanda (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_SEN.TOTA.AID.FR", "name": " International aid disbursed to total education, AFD and French Embassy to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_SLE.TOTA.AID.EC", "name": " International aid disbursed to total education, European Commission to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_TJK.TOTA.AID.AGAK", "name": " International aid disbursed to total education, Aga Khan to Tajikistan (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_VNM.TOTA.AID.CIDA", "name": "International aid disbursed to total education, CIDA to Vietnam (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.2_ZMB.TOTA.AID.IRL", "name": "International aid disbursed to total education, Ireland to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_AFG.TOTA.AID.FRA", "name": "International aid disbursed to total education, France to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_ALB.TOTA.AID.CEIB", "name": "International aid disbursed to total education, CEIB to Albania (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_BFA.TOTA.AID.CHE", "name": " International aid disbursed to total education, Switzerland to Burkina Faso (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_CIV.TOTA.AID.WB", "name": " International aid disbursed to total education, World Bank to C\u00f4te d'Ivoire (USD million)   ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_CMR.TOTA.AID.FR", "name": "International aid disbursed to total education, AFD and French Embassy to Cameroun (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_DJI.TOTA.AID.AFD", "name": "International aid disbursed to total education, AFD to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_ETH.TOTA.AID.DFID", "name": "International aid disbursed to total education, DFID to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_GEO.TOTA.AID.USAID", "name": "International aid disbursed to total education, USAID to Georgia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_GHA.TOTA.AID.JICA", "name": "International aid disbursed to total education, JICA to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_GIN.TOTA.AID.ADPP.WB", "name": "International aid disbursed to total education, World Bank to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_GNB.TOTA.AID.ADPP.OTH", "name": "International aid disbursed to total education, ADPP (other donors) to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_KGZ.TOTA.AID.ADPP.UNICEF", "name": " International aid disbursed to total education, UNICEF to Kyrgyzstan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_KHM.TOTA.AID.GPE", "name": " International aid disbursed to total education, Global Partnership for Education to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_LAO.TOTA.AID.EC", "name": " International aid disbursed to total education, European Commission to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_LBR.TOTA.AID.WB", "name": " International aid disbursed to total education, World Bank to Liberia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_MDG.TOTA.AID.FR", "name": " International aid to total education executed by AFD and French Embassy in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_MOZ.TOTA.AID.DFID", "name": " International aid disbursed to total education, DFID to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_MRT.TOTA.AID.SP", "name": "International aid disbursed to total education, Spanish Cooperation to Mauritania (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_MWI.TOTA.AID.DFID", "name": "International aid disbursed to total education, DFID to Malawi (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_NER.TOTA.AID.FR", "name": "International aid disbursed to total  education, French Embassy to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_RWA.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Rwanda (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_SEN.TOTA.AID.GPE", "name": " International aid disbursed to total education, Global Partnership for Education to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_SLE.TOTA.AID.GIZ", "name": " International aid disbursed to total education, GIZ to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_TJK.TOTA.AID.OPENS", "name": " International aid disbursed to total education, Open Society Foundations to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_VNM.TOTA.AID.DFID", "name": "International aid disbursed to total education, DFID to Vietnam (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.3_ZMB.TOTA.AID.ILO", "name": "International aid disbursed to total education, ILO to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_AFG.TOTA.AID.DEU", "name": "International aid disbursed to total education, Germany to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_BFA.TOTA.AID.DNK", "name": " International aid disbursed to total education, Denmark to Burkina Faso (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_CIV.TOTA.AID.ISDB", "name": " International aid disbursed to total education, IsDB to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_CMR.TOTA.AID.JICA", "name": "International aid disbursed to total education, JICA to Cameroun (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_DJI.TOTA.AID.AFDB", "name": "International aid disbursed to total education, AfDB to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_ETH.TOTA.AID.DVV", "name": "International aid disbursed to total education, DVV international to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_GEO.TOTA.AID.WB", "name": "International aid disbursed to total education, World Bank to Georgia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_GHA.TOTA.AID.UNICEF", "name": "International aid disbursed to total education, UNICEF to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_GIN.TOTA.AID.ADPP.GPE", "name": "International aid disbursed to total education, Global Partnership for Education to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_GNB.TOTA.AID.EU", "name": "International aid disbursed to total education, European Commission to Guinea Bissau (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_KGZ.TOTA.AID.ADPP.WB", "name": " International aid disbursed to total education, World Bank to Kyrgyzstan (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_KHM.TOTA.AID.EC", "name": " International aid disbursed to total education, European Commission to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_LAO.TOTA.AID.DEU", "name": " International aid disbursed to total education, Germany (GIZ and KfW) to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_MDG.TOTA.AID.JICA", "name": " International aid to total education executed by JICA in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_MOZ.TOTA.AID.FIN", "name": " International aid disbursed to total education, Finland to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_MRT.TOTA.AID.UNESCO", "name": "International aid disbursed to total education, UNESCO to Mauritania (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_MWI.TOTA.AID.GIZ", "name": "International aid disbursed to total education, GIZ to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_NER.TOTA.AID.JAPAN", "name": "International aid disbursed to total  education, Japan to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_RWA.TOTA.AID.USAID", "name": " International aid disbursed to total education, USAID to Rwanda (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_SEN.TOTA.AID.IT", "name": " International aid disbursed to total education, Italy to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_SLE.TOTA.AID.JICA", "name": " International aid disbursed to total education, JICA to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_TJK.TOTA.AID.EC", "name": " International aid disbursed to total education, European Commission to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_VNM.TOTA.AID.JICA", "name": "International aid disbursed to total education, JICA to Vietnam (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.4_ZMB.TOTA.AID.JPN", "name": "International aid disbursed to total education, Japan to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_AFG.TOTA.AID.IND", "name": "International aid disbursed to total education, India to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_BFA.TOTA.AID.JICA", "name": " International aid disbursed to total education, JICA to Burkina Faso (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_CIV.TOTA.AID.FSD", "name": " International aid disbursed to total education, FSD to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_CMR.TOTA.AID.UNESCO", "name": "International aid disbursed to total education, UNESCO to Cameroun (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_DJI.TOTA.AID.ISDB", "name": "International aid disbursed to total education, IsDB to Djibouti (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_ETH.TOTA.AID.EC", "name": "International aid disbursed to total education, European Commission to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_GHA.TOTA.AID.USAID", "name": "International aid disbursed to total education, USAID to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_GIN.TOTA.AID.ADPP.GIZ", "name": "International aid disbursed to total education, GIZ to Guinea (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_GNB.TOTA.AID.FR", "name": "International aid disbursed to total education, AFD and French Embassy to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_KHM.TOTA.AID.JPN", "name": " International aid disbursed to total education, Japan to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_LAO.TOTA.AID.GPE", "name": " International aid disbursed to total education, Global Partnership for Education to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_MDG.TOTA.AID.NOR", "name": " International aid to total education executed by Norway in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_MOZ.TOTA.AID.FLAND", "name": " International aid disbursed to total education, Flanders to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": [{}]}
{"id": "5.1.5_MRT.TOTA.AID.UNICEF", "name": "International aid disbursed to total education, UNICEF to Mauritania (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_MWI.TOTA.AID.GPE", "name": "International aid disbursed to total education, Global Partnership for Education to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_NER.TOTA.AID.KFW", "name": "International aid disbursed to total  education, KfW to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_RWA.TOTA.AID.WB", "name": " International aid disbursed to total education, World Bank to Rwanda (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_SEN.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_SLE.TOTA.AID.SIDA", "name": " International aid disbursed to total education, Sida to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_TJK.TOTA.AID.GIZ", "name": " International aid disbursed to total education, GIZ to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_VNM.TOTA.AID.UNESCO", "name": "International aid disbursed to total education, UNESCO to Vietnam (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.5_ZMB.TOTA.AID.ZMB", "name": "International aid disbursed to total education, Netherlands to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_AFG.TOTA.AID.JPN", "name": "International aid disbursed to total education, Japan's MoFA to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_BFA.TOTA.AID.NLD", "name": " International aid disbursed to total education, Netherlands to Burkina Faso (USD million)   ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_CIV.TOTA.AID.KFW", "name": " International aid disbursed to total education, KfW to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_CMR.TOTA.AID.UNICEF", "name": "International aid disbursed to total education, UNICEF to Cameroun (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_DJI.TOTA.AID.IMOA", "name": "International aid disbursed to total education, IMOA to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_ETH.TOTA.AID.FIN", "name": "International aid disbursed to total education, Finland to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_GHA.TOTA.AID.WFP", "name": "International aid disbursed to total education, WFP to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_GIN.TOTA.AID.ADPP.KFW", "name": "International aid disbursed to total education, KfW to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_GNB.TOTA.AID.PORT", "name": "International aid disbursed to total education, Portuguese Cooperation to Guinea Bissau (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_KHM.TOTA.AID.SWE", "name": " International aid disbursed to total education, Sweden to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_LAO.TOTA.AID.JICA", "name": " International aid disbursed to total education, JICA to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_MDG.TOTA.AID.WFP", "name": " International aid to total education executed by WFP in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_MOZ.TOTA.AID.DEU", "name": " International aid disbursed to total education, Germany (GIZ and KfW) to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_MWI.TOTA.AID.JICA", "name": "International aid disbursed to total education, JICA to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_NER.TOTA.AID.WFP", "name": "International aid disbursed to total  education, WFP to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_SEN.TOTA.AID.USAID", "name": " International aid disbursed to total education, USAID to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_SLE.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_TJK.TOTA.AID.GPE", "name": " International aid disbursed to total education, Global Partnership for Education (CF and EPDF) to Tajikistan (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_VNM.TOTA.AID.UNICEF", "name": "International aid disbursed to total education, UNICEF to Vietnam (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.6_ZMB.TOTA.AID.UNICEF", "name": "International aid disbursed to total education, UNICEF to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_AFG.TOTA.AID.JICA", "name": "International aid disbursed to total education, JICA to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_BFA.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Burkina Faso (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_CIV.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_ETH.TOTA.AID.GIZ", "name": "International aid disbursed to total education, GIZ/BMZ to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_GHA.TOTA.AID.WB", "name": "International aid disbursed to total education, World Bank to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_GIN.TOTA.AID.ADPP.UNICEF", "name": "International aid disbursed to total education, UNICEF to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_GNB.TOTA.AID.UNICEF", "name": "International aid disbursed to total education, UNICEF (excluding Japan funds) to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_KHM.TOTA.AID.UNESCO", "name": " International aid disbursed to total education, UNESCO to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_LAO.TOTA.AID.UNESCO", "name": " International aid disbursed to total education, UNESCO to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_MDG.TOTA.AID.UNESCO", "name": " International aid to total education executed by UNESCO in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_MOZ.TOTA.AID.GPE", "name": " International aid disbursed to total education, GPE to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_MWI.TOTA.AID.KFW", "name": "International aid disbursed to total education,  KfW to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_NER.TOTA.AID.DFID", "name": "International aid disbursed to total  education, DFID to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_SLE.TOTA.AID.WB", "name": " International aid disbursed to total education, World Bank (including the Global Partnership for Education) to Sierra Leone (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_TJK.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_VNM.TOTA.AID.USAID", "name": "International aid disbursed to total education, USAID to Vietnam (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.7_ZMB.TOTA.AID.USAID", "name": "International aid disbursed to total education, USAID to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_AFG.TOTA.AID.NLD", "name": "International aid disbursed to total education, Netherlands to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_BFA.TOTA.AID.EC", "name": " International aid disbursed to total education, European Commission to Burkina Faso (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_CIV.TOTA.AID.USAID", "name": " International aid disbursed to total education, USAID to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_ETH.TOTA.AID.GPE", "name": "International aid disbursed to total education, GPE Catalytic Fund to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_GNB.TOTA.AID.JAP", "name": "International aid disbursed to total education, Japan (via UNICEF) to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_KHM.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_LAO.TOTA.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_MDG.TOTA.AID.UNICEF", "name": " International aid to total education executed by UNICEF (excluding GPE funds) in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_MOZ.TOTA.AID.IRL", "name": " International aid disbursed to total education, Ireland to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_MWI.TOTA.AID.UNICEF", "name": "International aid disbursed to total education, UNICEF to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_NER.TOTA.AID.CHE", "name": "International aid disbursed to total  education, Switzerland to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_SLE.TOTA.AID.WFP", "name": " International aid disbursed to total education from WFP to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_TJK.TOTA.AID.USAID", "name": " International aid disbursed to total education, USAID to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.8_VNM.TOTA.AID.WB", "name": "International aid disbursed to total education, World Bank to Vietnam (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.9_AFG.TOTA.AID.NZL", "name": "International aid disbursed to total education, New Zealand to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.9_ETH.TOTA.AID.ITA", "name": "International aid disbursed to total education, Italian Cooperation to Ethiopia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.9_KHM.TOTA.AID.USAID", "name": " International aid disbursed to total education, USAID to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.9_LAO.TOTA.AID.WFP", "name": " International aid disbursed to total education, WFP to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.9_MDG.TOTA.AID.GPE", "name": " International aid disbursed to total education from the Global Partnership for Education (via UNICEF and WB) to Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.9_MOZ.TOTA.AID.ITA", "name": " International aid disbursed to total education, Italy to Mozambique (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.9_MWI.TOTA.AID.USAID", "name": "International aid disbursed to total education, USAID to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.9_NER.TOTA.AID.LUX", "name": "International aid disbursed to total  education, Luxembourg to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.9_TJK.TOTA.AID.WFP", "name": " International aid disbursed to total education, WFP to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.1.AMeanIncGr.All", "name": "Annualized Mean Income Growth (2004-2009)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "5.1.AMeanIncGr.B40", "name": "Annualized Mean Income Growth Bottom 40 Percent (2004-2009)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "5.1_TOTAL.EDU.AID", "name": "International aid for total education, disbursed (up to present year) and scheduled (next years), aggregation of reporting donors (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Sum of international concessional aid disbursed by reporting development partners (donors) to the total education sector in a specific developing country. Targets indicate the sum of the scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by donors to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education (GPE) in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_AFG.BAS.AID.CIDA", "name": "International aid disbursed to basic education, CIDA to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_ALB.BAS.AID.WB", "name": "International aid disbursed to basic education, World Bank to Albania (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_BFA.BAS.AID.CIDA", "name": "International aid disbursed to basic education, CIDA to Burkina Faso (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_CAF.BAS.AID.GPE", "name": " International aid disbursed to total education, Global Partnership for Education to Central African Republic (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_CIV.BAS.AID.AFDB", "name": " International aid disbursed to basic education, AfDB to C\u00f4te d'Ivoire (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_CMR.BAS.AID.BAD", "name": "International aid disbursed to basic education, AfDB to Cameroun (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_DJI.BAS.AID.WB", "name": "International aid disbursed to basic education, World Bank (IDA) to Djibouti (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_ETH.BAS.AID.ADB", "name": "International aid disbursed to basic education, ADB to Ethiopia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_GEO.BAS.AID.EC", "name": "International aid disbursed to basic education, European Commission to Georgia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_GHA.BAS.AID.DFID", "name": "International aid disbursed to basic education, DFID to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_GIN.BAS.AID.ADPP.AFD", "name": "International aid disbursed to basic education, AFD to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_GNB.BAS.AID.ADPP.EU", "name": "International aid disbursed to basic education, ADPP (European Union) to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_KGZ.BAS.AID.ADPP.EU", "name": " International aid disbursed to basic education, European Commission to Kyrgyzstan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_KHM.BAS.AID.BAD", "name": " International aid disbursed to basic education, AfDB to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_LAO.BAS.AID.ADB", "name": " International aid disbursed to basic education, ADB to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_LBR.BAS.AID.UNICEF", "name": " International aid disbursed to basic education, UNICEF to Liberia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_MDA.BAS.AID.UNICEF", "name": " International aid disbursed to basic education, UNICEF to Moldova (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_MDG.BAS.AID.WB", "name": " International aid to basic education executed by World Bank (GPE funds) in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_MRT.TOTA.AID.WFP", "name": "International aid disbursed to total education, WFP to Mauritania (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_MWI.BAS.AID.AFDB", "name": "International aid disbursed to basic education,  AfDB to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_NER.BAS.AID.AFD", "name": "International aid disbursed to basic education, AFD to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_RWA.BAS.AID.DFID", "name": " International aid disbursed to basic education, DFID to Rwanda (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_SEN.BAS.AID.CIDA", "name": " International aid disbursed to basic education, CIDA to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_SLE.BAS.AID.DFID", "name": " International aid disbursed to basic education, DFID to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_TJK.BAS.AID.AGAK", "name": " International aid disbursed to basic education, Aga Khan to Tajikistan (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_TLS.TOT.AID.AUSAID.CFAUS", "name": " International aid disbursed to total education, AusAID and ChildFund Australia to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_VNM.BAS.AID.CIDA", "name": "International aid disbursed to basic education, CIDA to Vietnam (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.1_ZMB.BAS.AID.DNK", "name": "International aid disbursed to basic education, Denmark to Zambia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": [{}]}
{"id": "5.2.10_AFG.BAS.AID.SIDA", "name": "International aid disbursed to basic education, Sida to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.10_ETH.BAS.AID.JPN", "name": "International aid disbursed to basic education, Japan Government to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.10_KHM.BAS.AID.WFP", "name": " International aid disbursed to basic education, WFP to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.10_LAO.BAS.AID.WB", "name": " International aid disbursed to basic education, World Bank to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.10_MDG.BAS.AID.EC", "name": " International aid to basic education executed by the European Commission in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.10_MWI.BAS.AID.WFP", "name": "International aid disbursed to basic education, WFP to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.10_NER.BAS.AID.UNICEF", "name": "International aid disbursed to basic education, UNICEF to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.10_TLS.TOT.AID.PRIV", "name": " International aid disbursed to total education, private donors to Timor-Leste (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.11_AFG.BAS.AID.UNESCO", "name": "International aid disbursed to basic education, UNESCO to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.11_ETH.BAS.AID.JICA", "name": "International aid disbursed to basic education, JICA to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.11_KHM.BAS.AID.WB", "name": " International aid disbursed to basic education, World Bank to Cambodia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.11_LAO.BAS.AID.INGOS", "name": " International aid disbursed to basic education, International NGOs to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.11_MWI.BAS.AID.WB", "name": "International aid disbursed to basic education, World Bank to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.11_TLS.TOT.AID.UNICEF", "name": " International aid disbursed to total education, UNICEF to Timor-Leste (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.12_AFG.BAS.AID.USAID", "name": "International aid disbursed to basic education, USAID to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.12_ETH.BAS.AID.KFW", "name": "International aid disbursed to basic education, KfW to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.12_TLS.TOT.AID.USAID", "name": " International aid disbursed to total education, USAID to Timor-Leste (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.13_AFG.BAS.AID.WB", "name": "International aid disbursed to basic education, World Bank to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.13_ETH.BAS.AID.NLD", "name": "International aid disbursed to basic education, Netherlands to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.14_ETH.BAS.AID.SIDA", "name": "International aid disbursed to basic education, Sida to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.15_ETH.BAS.AID.UNICEF", "name": "International aid disbursed to basic education, UNICEF to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.16_ETH.BAS.AID.USAID", "name": "International aid disbursed to basic education, USAID to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.17_ETH.BAS.AID.WFP", "name": "International aid disbursed to basic education, WFP to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.18_ETH.BAS.AID.WB", "name": "International aid disbursed to basic education, World Bank to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_AFG.BAS.AID.DANIDA", "name": "International aid disbursed to basic education, DANIDA to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_ALB.BAS.AID.BEI", "name": "International aid disbursed to basic education, BEI to Albania (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_BFA.BAS.AID.AFD", "name": " International aid disbursed to basic education, AFD to Burkina Faso (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_CIV.BAS.AID.BADEA", "name": " International aid disbursed to basic education, BADEA to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_CMR.BAS.AID.WB", "name": "International aid disbursed to basic education, World Bank to Cameroun (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_DJI.BAS.AID.FSD", "name": "International aid disbursed to basic education, FSD to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_ETH.BAS.AID.BEL", "name": "International aid disbursed to basic education, Belgium (VLIR USO) to Ethiopia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_GEO.BAS.AID.UNICEF", "name": "International aid disbursed to basic education, UNICEF to Georgia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_GHA.BAS.AID.GPE", "name": "International aid disbursed to basic education, Global Partnership for Education to Djibouti (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_GIN.BAS.AID.ADPP.AFDB", "name": "International aid disbursed to basic education, AfDB to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_GNB.BAS.AID.ADPP.HUM", "name": "International aid disbursed to basic education, ADPP (Humana People to People) to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_KGZ.BAS.AID.ADPP.GIZ", "name": " International aid disbursed to basic education, GIZ to Kyrgyzstan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_KHM.BAS.AID.BEL", "name": " International aid disbursed to basic education, Belgium to Cambodia (USD million)   ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_LAO.BAS.AID.AUS", "name": " International aid disbursed to basic education, AusAID to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_LBR.BAS.AID.USAID", "name": " International aid disbursed to basic education, USAID to Liberia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_MDA.BAS.AID.WB", "name": " International aid disbursed to basic education, World Bank to Moldova (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_MDG.BAS.AID.ILO", "name": " International aid to basic education executed by ILO in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_MRT.BAS.AID.AFD", "name": "International aid disbursed to basic education, AFD to Mauritania (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_MWI.BAS.AID.CIDA", "name": "International aid disbursed to basic education, CIDA to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_NER.BAS.AID.BEL", "name": "International aid disbursed to basic education, Belgium to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_RWA.BAS.AID.GPE", "name": " International aid disbursed to basic education, Global Partnership for Education to Rwanda (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_SEN.BAS.AID.FR", "name": " International aid disbursed to basic education, AFD and French Embassy to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_SLE.BAS.AID.EC", "name": " International aid disbursed to basic education, European Commission to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_TJK.BAS.AID.OPENS", "name": " International aid disbursed to basic education, Open Society Foundations to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_TLS.TOT.AID.AUSAID.WB", "name": " International aid disbursed to total education, AusAID (World Bank) to Timor-Leste (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_VNM.BAS.AID.DFID", "name": "International aid disbursed to basic education, DFID to Vietnam (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.2_ZMB.BAS.AID.IRL", "name": "International aid disbursed to basic education, Ireland to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_AFG.BAS.AID.FRA", "name": "International aid disbursed to basic education, France to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_ALB.BAS.AID.CEIB", "name": "International aid disbursed to basic education, CEIB to Albania (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_BFA.BAS.AID.CHE", "name": " International aid disbursed to basic education, Switzerland to Burkina Faso (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_CIV.BAS.AID.WB", "name": " International aid disbursed to basic education, World Bank to C\u00f4te d'Ivoire (USD million)   ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_CMR.BAS.AID.FR", "name": "International aid disbursed to basic education, AFD and French Embassy to Cameroun (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_DJI.BAS.AID.AFD", "name": "International aid disbursed to basic education, AFD to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_ETH.BAS.AID.DFID", "name": "International aid disbursed to basic education, DFID to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_GEO.BAS.AID.USAID", "name": "International aid disbursed to basic education, USAID to Georgia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_GHA.BAS.AID.JICA", "name": "International aid disbursed to basic education, JICA to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_GIN.BAS.AID.ADPP.WB", "name": "International aid disbursed to basic education, World Bank to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_GNB.BAS.AID.ADPP.OTH", "name": "International aid disbursed to basic education, ADPP (other donors) to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_KGZ.BAS.AID.ADPP.UNICEF", "name": " International aid disbursed to basic education, UNICEF to Kyrgyzstan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_KHM.BAS.AID.GPE", "name": " International aid disbursed to basic education, Global Partnership for Education to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_LAO.BAS.AID.EC", "name": " International aid disbursed to basic education, European Commission to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_LBR.BAS.AID.WB", "name": " International aid disbursed to basic education, World Bank to Liberia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_MDG.BAS.AID.FR", "name": " International aid to basic education executed by AFD and French Embassy in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_MRT.BAS.AID.ISDB", "name": "International aid disbursed to basic education, IsDB to Mauritania (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_MWI.BAS.AID.DFID", "name": "International aid disbursed to basic education, DFID to Malawi (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_NER.BAS.AID.FR", "name": "International aid disbursed to basic education, French Embassy to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_RWA.BAS.AID.UNICEF", "name": " International aid disbursed to basic education, UNICEF to Rwanda (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_SEN.BAS.AID.GPE", "name": " International aid disbursed to basic education, Global Partnership for Education to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_SLE.BAS.AID.GIZ", "name": " International aid disbursed to basic education, GIZ to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_TJK.BAS.AID.EC", "name": " International aid disbursed to basic education, European Commission to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_TLS.TOT.AID.AUS", "name": " International aid disbursed to total education, Australia to Timor-Leste (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_VNM.BAS.AID.JICA", "name": "International aid disbursed to basic education, JICA to Vietnam (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.3_ZMB.BAS.AID.ILO", "name": "International aid disbursed to basic education, ILO to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_AFG.BAS.AID.DEU", "name": "International aid disbursed to basic education, Germany to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_BFA.BAS.AID.DNK", "name": " International aid disbursed to basic education, Denmark to Burkina Faso (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_CIV.BAS.AID.ISDB", "name": " International aid disbursed to basic education, IsDB to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_CMR.BAS.AID.JICA", "name": "International aid disbursed to basic education, JICA to Cameroun (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_DJI.BAS.AID.AFDB", "name": "International aid disbursed to basic education, AfDB to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_ETH.BAS.AID.DVV", "name": "International aid disbursed to basic education, DVV international to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_GEO.BAS.AID.WB", "name": "International aid disbursed to basic education, World Bank to Georgia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_GHA.BAS.AID.UNICEF", "name": "International aid disbursed to basic education, UNICEF to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_GIN.BAS.AID.ADPP.GPE", "name": "International aid disbursed to basic education, Global Partnership for Education to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_GNB.BAS.AID.EU", "name": "International aid disbursed to basic education, European Commission to Guinea Bissau (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_KGZ.BAS.AID.ADPP.WB", "name": " International aid disbursed to basic education, World Bank to Kyrgyzstan (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_KHM.BAS.AID.EC", "name": " International aid disbursed to basic education, European Commission to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_LAO.BAS.AID.DEU", "name": " International aid disbursed to basic education, Germany (GIZ and KfW) to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_MDG.BAS.AID.JICA", "name": " International aid to basic education executed by JICA in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_MRT.BAS.AID.SP", "name": "International aid disbursed to basic education, Spanish Cooperation to Mauritania (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_MWI.BAS.AID.GIZ", "name": "International aid disbursed to basic education, GIZ to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_NER.BAS.AID.JAPAN", "name": "International aid disbursed to basic education, Japan to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_RWA.BAS.AID.USAID", "name": " International aid disbursed to basic education, USAID to Rwanda (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_SEN.BAS.AID.IT", "name": " International aid disbursed to basic education, Italy to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_SLE.BAS.AID.JICA", "name": " International aid disbursed to basic education, JICA to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_TJK.BAS.AID.GIZ", "name": " International aid disbursed to basic education, GIZ to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_TLS.TOT.AID.WB", "name": " International aid disbursed to total education, World Bank (IDA) to Timor-Leste (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.4_VNM.BAS.AID.UNESCO", "name": "International aid disbursed to basic education, UNESCO to Vietnam (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": [{}]}
{"id": "5.2.4_ZMB.BAS.AID.JPN", "name": "International aid disbursed to basic education, Japan to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_AFG.BAS.AID.IND", "name": "International aid disbursed to basic education, India to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_BFA.BAS.AID.JICA", "name": " International aid disbursed to basic education, JICA to Burkina Faso (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_CIV.BAS.AID.FSD", "name": " International aid disbursed to basic education, FSD to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_CMR.BAS.AID.UNESCO", "name": "International aid disbursed to basic education, UNESCO to Cameroun (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_DJI.BAS.AID.ISDB", "name": "International aid disbursed to basic education, IsDB to Djibouti (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_ETH.BAS.AID.EC", "name": "International aid disbursed to basic education, European Commission to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_GHA.BAS.AID.USAID", "name": "International aid disbursed to basic education, USAID to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_GIN.BAS.AID.ADPP.GIZ", "name": "International aid disbursed to basic education, GIZ to Guinea (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_GNB.BAS.AID.FR", "name": "International aid disbursed to basic education, AFD and French Embassy to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_KHM.BAS.AID.JPN", "name": " International aid disbursed to basic education, Japan to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_LAO.BAS.AID.GPE", "name": " International aid disbursed to basic education, Global Partnership for Education to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_MDG.BAS.AID.NOR", "name": " International aid to basic education executed by Norway in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_MRT.BAS.AID.UNESCO", "name": "International aid disbursed to basic education, UNESCO to Mauritania (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_MWI.BAS.AID.GPE", "name": "International aid disbursed to basic education, Global Partnership for Education to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_NER.BAS.AID.KFW", "name": "International aid disbursed to basic education, KfW to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_RWA.BAS.AID.WB", "name": " International aid disbursed to basic education, World Bank to Rwanda (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_SEN.BAS.AID.UNICEF", "name": " International aid disbursed to basic education, UNICEF to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_SLE.BAS.AID.SIDA", "name": " International aid disbursed to basic education, Sida to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_TJK.BAS.AID.GPE", "name": " International aid disbursed to basic education, Global Partnership for Education (CF and EPDF) to Tajikistan (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_TLS.TOT.AID.JPN", "name": " International aid disbursed to total education, Japan to Timor-Leste (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_VNM.BAS.AID.UNICEF", "name": "International aid disbursed to basic education, UNICEF to Vietnam (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.5_ZMB.BAS.AID.ZMB", "name": "International aid disbursed to basic education, Netherlands to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_AFG.BAS.AID.JPN", "name": "International aid disbursed to basic education, Japan's MoFA to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_BFA.BAS.AID.NLD", "name": " International aid disbursed to basic education, Netherlands to Burkina Faso (USD million)   ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_CIV.BAS.AID.KFW", "name": " International aid disbursed to basic education, KfW to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_CMR.BAS.AID.UNICEF", "name": "International aid disbursed to basic education, UNICEF to Cameroun (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_DJI.BAS.AID.IMOA", "name": "International aid disbursed to basic education, IMOA to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_ETH.BAS.AID.FIN", "name": "International aid disbursed to basic education, Finland to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_GHA.BAS.AID.WFP", "name": "International aid disbursed to basic education, WFP to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_GIN.BAS.AID.ADPP.KFW", "name": "International aid disbursed to basic education, KfW to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_GNB.BAS.AID.PORT", "name": "International aid disbursed to basic education, Portuguese Cooperation to Guinea Bissau (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_KHM.BAS.AID.SWE", "name": " International aid disbursed to basic education, Sweden to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_LAO.BAS.AID.JICA", "name": " International aid disbursed to basic education, JICA to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_MDG.BAS.AID.WFP", "name": " International aid to basic education executed by WFP in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_MRT.BAS.AID.UNICEF", "name": "International aid disbursed to basic education, UNICEF to Mauritania (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_MWI.BAS.AID.JICA", "name": "International aid disbursed to basic education,  JICA to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_NER.BAS.AID.WFP", "name": "International aid disbursed to basic education, WFP to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_SEN.BAS.AID.USAID", "name": " International aid disbursed to basic education, USAID to Senegal (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_SLE.BAS.AID.UNICEF", "name": " International aid disbursed to basic education, UNICEF to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_TJK.BAS.AID.UNICEF", "name": " International aid disbursed to basic education, UNICEF to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_TLS.TOT.AID.KOR", "name": " International aid disbursed to total education, South Korea to Timor-Leste (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_VNM.BAS.AID.USAID", "name": "International aid disbursed to basic education, USAID to Vietnam (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.6_ZMB.BAS.AID.UNICEF", "name": "International aid disbursed to basic education, UNICEF to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_AFG.BAS.AID.JICA", "name": "International aid disbursed to basic education, JICA to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_BFA.BAS.AID.UNICEF", "name": " International aid disbursed to basic education, UNICEF to Burkina Faso (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_CIV.BAS.AID.UNICEF", "name": " International aid disbursed to basic education, UNICEF to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_ETH.BAS.AID.GIZ", "name": "International aid disbursed to basic education, GIZ/BMZ to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_GHA.BAS.AID.WB", "name": "International aid disbursed to basic education, World Bank to Djibouti (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_GIN.BAS.AID.ADPP.UNICEF", "name": "International aid disbursed to basic education, UNICEF to Guinea (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_GNB.BAS.AID.UNICEF", "name": "International aid disbursed to basic education, UNICEF (excluding Japan funds) to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_KHM.BAS.AID.UNESCO", "name": " International aid disbursed to basic education, UNESCO to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_LAO.BAS.AID.UNESCO", "name": " International aid disbursed to basic education, UNESCO to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_MDG.BAS.AID.UNESCO", "name": " International aid to basic education executed by UNESCO in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_MRT.BAS.AID.WFP", "name": "International aid disbursed to basic education, WFP to Mauritania (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_MWI.BAS.AID.KFW", "name": "International aid disbursed to basic education, KfW to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_NER.BAS.AID.DFID", "name": "International aid disbursed to basic education, DFID to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_SLE.BAS.AID.WB", "name": " International aid disbursed to basic education, World Bank (including the Global Partnership for Education) to Sierra Leone (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_TJK.BAS.AID.USAID", "name": " International aid disbursed to basic education, USAID to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_TLS.TOT.AID.NZL", "name": " International aid disbursed to total education, New Zealand to Timor-Leste (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_VNM.BAS.AID.WB", "name": "International aid disbursed to basic education, World Bank to Vietnam (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.7_ZMB.BAS.AID.USAID", "name": "International aid disbursed to basic education, USAID to Zambia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_AFG.BAS.AID.NLD", "name": "International aid disbursed to basic education, Netherlands to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_BFA.BAS.AID.EC", "name": " International aid disbursed to basic education, European Commission to Burkina Faso (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_CIV.BAS.AID.USAID", "name": " International aid disbursed to basic education, USAID to C\u00f4te d'Ivoire (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_ETH.BAS.AID.GPE", "name": "International aid disbursed to basic education, GPE Catalytic Fund to Ethiopia (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_GNB.BAS.AID.JAP", "name": "International aid disbursed to basic education, Japan (via UNICEF) to Guinea Bissau (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_KHM.BAS.AID.UNICEF", "name": " International aid disbursed to basic education, UNICEF to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_LAO.BAS.AID.UNICEF", "name": " International aid disbursed to basic education, UNICEF to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_MDG.BAS.AID.UNICEF", "name": " International aid to basic education executed by UNICEF in Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_MWI.BAS.AID.UNICEF", "name": "International aid disbursed to basic education, UNICEF to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_NER.BAS.AID.CHE", "name": "International aid disbursed to basic education, Switzerland to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_SLE.BAS.AID.WFP", "name": " International aid disbursed to basic education, WFP to Sierra Leone (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_TJK.BAS.AID.WFP", "name": " International aid disbursed to basic education, WFP to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.8_TLS.TOT.AID.CFNZL", "name": " International aid disbursed to total education, ChildFund NZAID and UNICEF to Timor-Leste (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.9_AFG.BAS.AID.NZL", "name": "International aid disbursed to basic education, New Zealand to Afghanistan (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.9_ETH.BAS.AID.ITA", "name": "International aid disbursed to basic education, Italian Cooperation to Ethiopia (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.9_KHM.BAS.AID.USAID", "name": " International aid disbursed to basic education, AUSAID to Cambodia (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.9_LAO.BAS.AID.WFP", "name": " International aid disbursed to basic education, WFP to Laos (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.9_MDG.BAS.AID.GPE", "name": " International aid disbursed to basic education, Global Partnership for Education to Madagascar (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.9_MWI.BAS.AID.USAID", "name": "International aid disbursed to basic education, USAID to Malawi (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.9_NER.BAS.AID.LUX", "name": "International aid disbursed to basic education, Luxembourg to Niger (USD million) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.9_TJK.BAS.AID.WB", "name": " International aid disbursed to basic education, World Bank to Tajikistan (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.9_TLS.TOT.AID.PRT", "name": " International aid disbursed to total education, Portugal to Timor-Leste (USD million)  ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "5.2.AMeanIncGr.All", "name": "Annualized Mean Income Growth (2009-2014)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "5.2.AMeanIncGr.B40", "name": "Annualized Mean Income Growth Bottom 40 Percent (2009-2014)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "5.2_BASIC.EDU.AID", "name": "International aid for basic education, disbursed (up to present year) and scheduled (next years), aggregation of reporting donors (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Sum of international concessional aid disbursed by reporting development partners (donors) to the total education sector in a specific developing country. Targets indicate the sum of the scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by donors to the Global Partnership for Education.", "sourceOrganization": "The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education (GPE) in parallel to the OECD\u2019s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/", "topics": []}
{"id": "6.0.Conspc", "name": "Consumption per capita (2011 $)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Consumption per capita is the market value of all goods and services, including durable products and payments and fees to governments to obtain permits and licenses, purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes the expenditures of nonprofit institutions serving households, even when reported separately by the country.", "sourceOrganization": "LAC Equity Lab Tablulations of the World Development Indicators (World Bank).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "6.0.GDP_current", "name": "GDP (current $)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current U.S. dollars. Dollar figures for GDP are converted from domestic currencies using single year official exchange rates. For a few countries where the official exchange rate does not reflect the rate effectively applied to actual foreign exchange transactions, an alternative conversion factor is used. ", "sourceOrganization": "World Development Indicators (World Bank)", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "6.0.GDP_growth", "name": "GDP growth (annual %)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Annual percentage growth rate of GDP at market prices based on constant local currency. Aggregates are based on constant 2011 U.S. dollars. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.", "sourceOrganization": "World Development Indicators (World Bank)", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "6.0.GDP_usd", "name": "GDP (constant 2005 $)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2005 U.S. dollars. Dollar figures for GDP are converted from domestic currencies using 2000 official exchange rates. For a few countries where the official exchange rate does not reflect the rate effectively applied to actual foreign exchange transactions, an alternative conversion factor is used. ", "sourceOrganization": "World Development Indicators (World Bank)", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "6.0.GDPpc_constant", "name": "GDP per capita, PPP (constant 2011 international $) ", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "GDP per capita based on purchasing power parity (PPP). PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2011 international dollars. ", "sourceOrganization": "World Development Indicators (World Bank)", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "6.0.GNIpc", "name": "GNI per capita (2011 $)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "GNI per capita is the gross national income, converted to U.S. dollars using the World Bank Atlas method, divided by the midyear population. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and the Euro area, Japan, the United Kingdom, and the United States.", "sourceOrganization": "LAC Equity Lab Tablulations of the World Development Indicators (World Bank).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "6.1_LEG.CA", "name": "Coordinating agency of Local Education Group (1=text in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Coordinating Agency (CA) or lead donor in the Local Education Group (LEG) coordinates and facilitates partners\u2019 engagement with the Global Partnership for Education, thus serving as the communication link between the LEG and the Secretariat. The CA has a central role in facilitating the work of the LEG and is selected by this group. The LEG is the local structure of the Global Partnership for Education that bring together partners to develop high quality education strategies and programs. They are typically led by the Ministry of Education and include development partners and other education stakeholders such as national government and public entities, local and international civil society organizations (CSOs), CSO coalitions, teachers' and parents' organizations and private sector providers. The specific composition, title, and working arrangements of the LEG will vary from country to country. The LEG should be a collaborative forum for policy dialogue and for alignment and harmonization of technical and financial support to the education sector plan. It seeks to ensure that all parties are kept fully apprised of the progress and challenges in the sector, and it collates and disseminates information on domestic and external funding for the education sector.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The use of \"1\" as value indicates that the indicator contains text, expressed as a note for the specific country.", "topics": []}
{"id": "6.1_PRIMARY.ENERGY.INTENSITY", "name": "Energy intensity level of primary energy (MJ/$2005 PPP)", "unit": "", "source": {"id": "35", "value": "Sustainable Energy for All"}, "sourceNote": "Energy intensity level of primary energy (MJ/$2005 PPP): A ratio between energy supply and gross domestic product measured at purchasing power parity. Energy intensity is an indication of how much energy is used to produce one unit of economic output. Lower ratio indicates that less energy is used to produce one unit of output. ", "sourceOrganization": "World Bank and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).  ", "topics": []}
{"id": "6.2_LEG.OTHER.DONORS", "name": "Donor members in Local Education Group (1=text in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Development partners other than the Coordinating Agency or lead donor in the Local Education Group (LEG), excluding civil society organizations (CSOs) and government and public entities. The LEG is the local structure of the Global Partnership for Education that bring together partners to develop high quality education strategies and programs. They are typically led by the Ministry of Education and include development partners and other education stakeholders such as national government and public entities, local and international civil society organizations (CSOs), CSO coalitions, teachers' and parents' organizations and private sector providers. The specific composition, title, and working arrangements of the LEG will vary from country to country. The LEG should be a collaborative forum for policy dialogue and for alignment and harmonization of technical and financial support to the education sector plan. It seeks to ensure that all parties are kept fully apprised of the progress and challenges in the sector, and it collates and disseminates information on domestic and external funding for the education sector.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The use of \"1\" as value indicates that the indicator contains text, expressed as a note for the specific country.", "topics": []}
{"id": "6.3_LEG.CSO", "name": "Civil society organizations in Local Education Group (1=text in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Local and international civil society organizations (CSO) participating in the Local Education Group (LEG), excluding development partners and government and public entities. The LEG is the local structure of the Global Partnership for Education that brings together partners to develop high quality education strategies and programs. They are typically led by the Ministry of Education and include development partners and other education stakeholders such as national government and public entities, local and international civil society organizations (CSOs), CSO coalitions, teachers' and parents' organizations and private sector providers. The specific composition, title, and working arrangements of the LEG will vary from country to country. The LEG should be a collaborative forum for policy dialogue and for alignment and harmonization of technical and financial support to the education sector plan. It seeks to ensure that all parties are kept fully apprised of the progress and challenges in the sector, and it collates and disseminates information on domestic and external funding for the education sector.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The use of \"1\" as value indicates that the indicator contains text, expressed as a note for the specific country.", "topics": []}
{"id": "6.4_LAST.JSR", "name": "Date of last Joint Education Sector Review (year=full date in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Date of most recent Joint Sector Review (JSR) carried out by the Local Education Group (LEG). A JSR is a monitoring and review mechanism where LEG members get together to assess progress, challenges and funding of the education sector. They provide an opportunity to measure progress against Education Sector Plans (ESPs) as well as to influence allocations and work-plans. They take place annually or biannually (some countries have more than two JSRs per year). Periodicity, participants and working arrangements are determined by the LEG. An aide-memoire gathering conclusions reached by stakeholders is produced at the end of the JSR.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The year of the date is indicated in the corresponding year column and the full date in a note for the specific indicator and country.", "topics": []}
{"id": "6.5_NEXT.JSR", "name": "Date of next Joint Education Sector Review (year=full date in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Date of next Joint Sector Review (JSR) planned by the Local Education Group (LEG). A JSR is a monitoring and review mechanism where LEG members get together to assess progress, challenges and funding of the education sector. They provide an opportunity to measure progress against Education Sector Plans (ESPs) as well as to influence allocations and work-plans. They take place annually or biannually (some countries have more than two JSRs per year). Periodicity, participants and working arrangements are determined by the LEG. An aide-memoire gathering conclusions reached by stakeholders is produced at the end of the JSR.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The year of the date is indicated in the corresponding year column and the full date in a note for the specific indicator and country.", "topics": []}
{"id": "7.1.1_ESP.PERIOD.START", "name": "Starting year of current Education Sector Plan period (year=full period in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "The starting year for the period in which the Education Sector Plan or Transitional Education Plan is in effect. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The year in which the Education Sector Plan came into effect is indicated in the corresponding year column, and the full period in a note for the specific indicator and country.", "topics": [{}]}
{"id": "7.1.2_ESP.PERIOD.END", "name": "Ending year of current Education Sector Plan period (year=full period in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "The ending year for the period in which the Education Sector Plan or Transitional Education Plan is in effect. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The year in which the Education Sector Plan came into effect is indicated in the corresponding year column, and the full period in a note for the specific indicator and country.", "topics": []}
{"id": "7.1_CURR.ALLOCATION.SE", "name": "Current allocation - Supervising or managing entity (1=text in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "When a Program Implementation Grant is requested from the Global Partnership, a supervising entity (SE) or managing entity (ME) must be designated by the Local Education Group (LEG). They are a bilateral or multilateral development agency. The key difference between these two roles is that a SE will transfer grant funds to the developing-country government, who will implement the program, whereas a ME will manage program activities directly.", "sourceOrganization": "This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The use of \"1\" as value indicates that the indicator contains text, expressed as a note for the specific country.", "topics": []}
{"id": "7.11_CURR.ALLOCATION.MODALITY", "name": "Current allocation - Modality (1=text in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "The Global Partnership for Education is underpinned by the principles set out in the March 2005 Paris Declaration on Aid Effectiveness. The Global Partnership, therefore, anticipates that Local Education Groups (LEGs) will use the following order of preference when choosing a modality for GPE funding: Budget support (general or sector); pool funding; or stand-alone project. The LEG will need to determine the most appropriate and efficient way to channel the Program Implementation Grant into the education sector, balancing risks with the need to optimize capacity building and country ownership.", "sourceOrganization": "This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The use of \"1\" as value indicates that the indicator contains text, expressed as a note for the specific country.", "topics": []}
{"id": "7.12_CURR.ALLOCATION.2011.DISB", "name": "Current allocation - Total disbursements as of 12/2011 (USD millions)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Current GPE funding disbursed from the date of the signature of allocation to December 31st, 2011.", "sourceOrganization": "This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The total amount disbursed up to December 31st, 2011 is indicated in the 2011 year column.", "topics": []}
{"id": "7.13_CURR.ALLOCATION.DISB", "name": "Current allocation - Annual disbursements (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Current GPE funding disbursed and projected. Disbursements are indicated up to 2011; projections are labeled as \"targets\" starting in 2012. ", "sourceOrganization": "This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. ", "topics": []}
{"id": "7.2_ESP.ENDORSEMENT", "name": "Endorsement of Education Sector Plan (year)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Year in which the Education Sector Plan or Transitional Education Plan was endorsed (a first or subsecuent times) by local donor partners, which grants membership into the Global Partnership for Education (GPE) and enable developing countries to apply for GPE funding. Education sector plans should contribute to the Education for All goals. When partners endorse a country\u2019s education sector plan, they signal that the plan contributes to the attainment of those goals, and they commit to aligning their technical and financial support with the plan. This commitment promotes harmonization as well as consistency, coherence, and sustainability in education sector development.", "sourceOrganization": "This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The year in which the Education Sector Plan was first endorsed is indicated in the corresponding year column.", "topics": []}
{"id": "7.3_PREV.ALLOCATION.YEAR", "name": "Previous allocation - Approval (year)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Year(s) of approval of a Global Partnership funding operation that is now closed. ", "sourceOrganization": "This refers to Global Partnership for Education (GPE) internal information that was shared with the Local Education Group for their review and validation. The year in which the GPE funding was approved is indicated in the corresponding year column.", "topics": []}
{"id": "7.4_PREV.ALLOCATION.AMOUNT", "name": "Previous allocation - Amount disbursed (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Amount(s) allocated through a Global Partnership funding operation that is now closed.", "sourceOrganization": "This refers to Global Partnership for Education (GPE) internal information that was shared with the Local Education Group for their review and validation. The amount of the GPE funding is indicated in the corresponding approval year column. ", "topics": []}
{"id": "7.5_CURR.ALLOCATION.YEAR", "name": "Current allocation - Approval (year)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Year of approval of a Global Partnership funding operation that is currently being disbursed.", "sourceOrganization": "This refers to Global Partnership for Education (GPE) internal information that was shared with the Local Education Group for their review and validation. The year in which the GPE funding was approved is indicated in the corresponding year column.", "topics": []}
{"id": "7.6_CURR.ALLOCATION.AMOUNT", "name": "Current allocation - Total indicative amount (USD million)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Amount allocated through a Global Partnership funding operation that is currently being disbursed.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education (GPE). It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The amount of the GPE funding is indicated in the corresponding approval year column.", "topics": []}
{"id": "7.7.1_CURR.ALLOCATION.PERIOD.START", "name": "Current allocation - Starting year of implementation period (year=full period in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "The starting year for the disbursement period of the current Global Partnership funding.", "sourceOrganization": "This refers to Global Partnership for Education (GPE) internal information that was shared with the Local Education Group for their review and validation. The year in which the the GPE funding was first disbursed, or is expected to be first disbursed, is indicated in the corresponding year column, and the full period in a note for the specific indicator and country.", "topics": []}
{"id": "7.7.2_CURR.ALLOCATION.PERIOD.END", "name": "Current allocation - Ending year of Implementation period (year=full period in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "The ending year for the disbursement period of the current Global Partnership funding.", "sourceOrganization": "This refers to Global Partnership for Education (GPE) internal information that was shared with the Local Education Group for their review and validation. The year in which the the GPE funding was first disbursed, or is expected to be first disbursed, is indicated in the corresponding year column, and the full period in a note for the specific indicator and country.", "topics": []}
{"id": "7.8_CURR.ALLOCATION.SIGNATURE", "name": "Current allocation - Signature date (year=full date in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Date of GPE grant agreement signature between a recipient government and the supervising entity.", "sourceOrganization": "This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The year of the date is indicated in the corresponding year column and the full date in a note for the specific indicator and country.", "topics": []}
{"id": "7.9_CURR.ALLOCATION.CLOSURE", "name": "Current allocation - Closing date (year=full date in notes)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Date of GPE grant agreement closure, when the supervising or managing entity informs the GPE that there will not be any other disbursements on the grant.", "sourceOrganization": "This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The use of \"1\" as value indicates that the indicator contains text, expressed as a note for the specific country.", "topics": []}
{"id": "8.0.LIPI", "name": "Labor Income Poverty Index", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "The Labor Income Poverty Index (LIPI)  measures changes in the share of households that have per capita labor income below the regional poverty line of $4 per day, relative to a selected reference period. This reference period is the third quarter in 2010 (2010Q3 = 1), except for Chile and Guatemala, where 2010Q4 = 1.", "sourceOrganization": "LAC Equity Lab tabulations of LABLAC (CEDLAS and the World Bank).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "8.1_SCH.LEAVING.EXAMS", "name": "Administration of school leaving exams (yes=1, no=0, see notes if available)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "It indicates if school leaving exams are administered for primary and lower secondary levels and in which grade. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. ", "topics": []}
{"id": "8.2_INT.TESTS", "name": "Participation in international tests (yes=1, no=0, see notes if available)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "It indicates in which international learning outcome assessments has the country participated and in which year. Please refer to the subtopic Learning Outcomes and the specific country for details on the scores obtained in these assessments, as reported by the Local Education Group (LEG). ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. ", "topics": []}
{"id": "8.3.1_ALB.LEAR.TEST.9.LANG.MEAN", "name": "National assessment for learning outcomes in Albania, grade 9, Language (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Scale goes up to 50.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_BFA.PASEC.CP2.FR", "name": "PASEC in Burkina Faso, CP2, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_CAF.BREVET.SUCC", "name": " Brevet des colleges in Central African Republic, success rate (%) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Success rate in the Brevet des colleges, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_CIV.LEAR.TEST.PRIM.ALL.MEAN", "name": "National assessment for learning outcomes in C\u00f4te d'Ivoire, primary (CEPE), mean score of all subjects ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_CMR.PASEC.25.FRE", "name": "PASEC in Cameroon, grades 2 and 5, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_ETH.LEAR.TEST.10.ENG.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 10, English, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_GEO.PIRLS.4.READ.MEAN", "name": "PIRLS in Georgia, grade 4, Reading (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Progress in International Reading Literacy Study (PIRLS) on the reading achievement of fourth grade students, as reported by the Local Education Group (LEG). It was first conduced in 2001 and then every five years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: pirls.bc.edu.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_GHA.LEAR.TEST.P3.ENG.ABOV.MEAN", "name": "National assessment for learning outcomes in Ghana, P3, English, students above mean (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_GIN.PASEC.CP2.FR.MEAN", "name": "PASEC in Guinea, CP2, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_KGZ.PISA.89.READ1", "name": "PISA in Kyrgyzstan, grades 8-9, Reading - overall (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_KHM.LEAR.TEST.3.LANG.MEAN", "name": "National assessment for learning outcomes in Cambodia, grade 3, Language (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_LAO.LEAR.TEST.5.LANG.MEAN", "name": "National assessment for learning outcomes in Laos, grade 5, Language (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_MDA.LEAR.TEST.4.MEAN", "name": "National assessment for learning outcomes in Moldova, grade 4, mean competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with mean competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_MDG.PASEC.CM2.FRE", "name": "PASEC in Madagascar, CM2, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_MOZ.SACMEQ.TEST.6.READ", "name": "SACMEQ in Mozambique, grade 5, Reading (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_MRT.PASEC.5.FR", "name": "PASEC in Mauritania, grade 5, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_MWI.SACMEQ.357.READ", "name": "SACMEQ in Malawi, standards 3,5,7, Reading (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. In Malawi SACMEQ I tested learners on English; SACMEQ II on English and Mathematics; and SACMEQ III on English, Mathematics, and HIV/AIDs. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_NER.LEAR.TEST.CP.FR.MEAN", "name": "National assessment for learning outcomes in Niger, CP, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean scores calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_SEN.LEAR.TEST.CE2.MATH.MIN", "name": "National assessment for learning outcomes (SNERS) in Senegal, CE2, Mathematics, minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Minimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_VNM.LEAR.TEST.5.MAT1", "name": "National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Reads, writes and compares natural numbers, fractions and decimals. Uses single operations of +, -, x and : on simple whole numbers; works with simple measures such as time; recognizes simple 3D shapes.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_VNM.LEAR.TEST.5.READ1", "name": "National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 1, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Matches text at word or sentence level aided by pictures. Restricted to a limited range of vocabulary linked to pictures.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.1_ZMB.LEAR.TEST.5.READ", "name": "National assessment for learning outcomes in Zambia, grade 5, Reading (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.10_ETH.LEAR.TEST.12.CHE.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 12, Chemistry, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.10_GEO.LEAR.TEST.9.LANG.LOWEST", "name": "National assessment for learning outcomes in Georgia, grade 9, Language, students in lowest level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with lowest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.10_GHA.LEAR.TEST.P6.ENG.ABOV.PROF", "name": "National assessment for learning outcomes in Ghana, P6, English, students above proficient levels (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.10_GIN.PASEC.CM1.FR.MATH.MEAN.BEG", "name": "PASEC in Guinea, CM1, French and Mathematics, mean score at the end of year (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated at the end of the year for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.10_NER.LEAR.TEST.CP.FR.UNDERMIN", "name": "National assessment for learning outcomes in Niger, CP, French, under minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.11_ETH.LEAR.TEST.12.PHY.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 12, Physics, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.11_GEO.LEAR.TEST.9.MAT.LOWEST", "name": "National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in lowest level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with lowest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.11_GHA.LEAR.TEST.P3.MAT.ABOV.PROF", "name": "National assessment for learning outcomes in Ghana, P3, Mathematics, students above proficient levels (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.11_GIN.LEAR.TEST.CEPE.MEAN", "name": "National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade) (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.11_NER.LEAR.TEST.CE2.FR.UNDERMIN", "name": "National assessment for learning outcomes in Niger, CE2, French, under minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.12_ETH.LEAR.TEST.12.AVR.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 12, average of all subjects, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.12_GEO.LEAR.TEST.1.ENG.MED", "name": "National assessment for learning outcomes in Georgia, grade 1, English, students in medium level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with medium competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.12_GHA.LEAR.TEST.P6.MAT.ABOV.PROF", "name": "National assessment for learning outcomes in Ghana, P6, Mathematics, students above proficient levels (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.12_GIN.LEAR.TEST.BEPC.MEAN", "name": "National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.12_NER.LEAR.TEST.CM2.FR.UNDERMIN", "name": "National assessment for learning outcomes in Niger, CM2, French, under minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.13_GEO.LEAR.TEST.9.LANG.MED", "name": "National assessment for learning outcomes in Georgia, grade 9, Language, students in medium level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with medium competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.13_GHA.TIMSS.8.MAT.MEAN", "name": "TIMSS in Ghana, grade 8, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.13_GIN.LEAR.TEST.BAC.MEAN", "name": "National assessment at the end of secondary (BAC) in Guinea, Terminale (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.13_NER.LEAR.TEST.CP.MATH.MEAN", "name": "National assessment for learning outcomes in Niger, CP, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean scores calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.14_GEO.LEAR.TEST.9.MAT.MED", "name": "National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in medium level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with medium competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.14_GHA.TIMSS.8.SCI.MEAN", "name": "TIMSS in Ghana, grade 8, Science (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.14_GIN.LEAR.TEST.CEPE.MIN", "name": "National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), minimal competency ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Minimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.14_NER.LEAR.TEST.CE2.MATH.MEAN", "name": "National assessment for learning outcomes in Niger, CE2, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.15_GEO.LEAR.TEST.1.ENG.HIGH", "name": "National assessment for learning outcomes in Georgia, grade 1, English, students in higher level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with higher competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.15_GHA.LITERACY.P3.LETTERS", "name": "Making the Grade Scores in Ghana, P3, Literacy in English, Letters per minute (mean)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.15_GIN.LEAR.TEST.BEPC.MIN", "name": "National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, minimum competency ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Minimum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.15_NER.LEAR.TEST.CM2.MATH.MEAN", "name": "National assessment for learning outcomes in Niger, CM2, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean scores calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.16_GEO.LEAR.TEST.9.LANG.HIGH", "name": "National assessment for learning outcomes in Georgia, grade 9, Language, students in higher level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with higher competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.16_GHA.LITERACY.P5.LETTERS", "name": "Making the Grade Scores in Ghana, P5, Literacy in English, Letters per minute (mean)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean letters per minute read in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.16_GIN.LEAR.TEST.BAC.MIN", "name": "National assessment at the end of secondary (BAC) in Guinea, minimal competency ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Minimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.16_NER.LEAR.TEST.CP.MATH.OPTIM", "name": "National assessment for learning outcomes in Niger, CP, Mathematics, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.17_GEO.LEAR.TEST.9.MAT.HIGH", "name": "National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in higher level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with higher competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.17_GHA.LITERACY.P3.WORDS", "name": "Making the Grade Scores in Ghana, P3 Literacy in English, Words per minute (mean)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.17_GIN.LEAR.TEST.CEPE.OPTIM", "name": "National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), optimal competency ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.17_NER.LEAR.TEST.CE2.MATH.OPTIM", "name": "National assessment for learning outcomes in Niger, CE2, Mathematics, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.18_GEO.LEAR.TEST.9.LAG.HIGHEST", "name": "National assessment for learning outcomes in Georgia, grade 9, Language, students in highest level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with highest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.18_GHA.LITERACY.P5.WORDS", "name": "Making the Grade Scores in Ghana, P5, Literacy in English, Words per minute (mean)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean words per minute read in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.18_GIN.LEAR.TEST.BEPC.OPTIM", "name": "National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, optimal competency ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.18_NER.LEAR.TEST.CM2.MATH.OPTIM", "name": "National assessment for learning outcomes in Niger, CM2, Mathematics, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.19_GEO.LEAR.TEST.9.MAT.HIGHEST", "name": "National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in highest level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with highest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.19_GHA.LITERACY.P3.ZERO", "name": "Making the Grade Scores in Ghana, P3, Literacy in English, Zero score ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.19_GIN.LEAR.TEST.BAC.OPTIM", "name": "National assessment at the end of secondary (BAC) in Guinea, optimal competency ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.19_NER.LEAR.TEST.CP.MATH.MIN", "name": "National assessment for learning outcomes in Niger, CP, Mathematics, minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_ALB.LEAR.TEST.9.MAT.MEAN", "name": "National assessment for learning outcomes in Albania, grade 9, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade. Country-specific definition and method are determined by country. Scale goes up to 50.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_BFA.PASEC.CM1.FR", "name": "PASEC in Burkina Faso, CM1, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_CAF.BAC.SUCC", "name": " Baccalaureate in Central African Republic, exam at the end of secondary education, success rate (%) ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Success rate in the exam at the end of secondary education (Baccalaureate), as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_CIV.LEAR.TEST.SEC.ALL.MEAN", "name": "National assessment for learning outcomes in C\u00f4te d'Ivoire, lower secondary (BEPC), mean score of all subjects ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_CMR.PASEC.25.MAT", "name": "PASEC in Cameroon, grades 2 and 5, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_ETH.LEAR.TEST.10.MAT.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 10, Mathematics, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_GEO.TIMSS.4.MAT.MEAN", "name": "TIMSS in Georgia, grade 4, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_GHA.LEAR.TEST.P6.ENG.ABOV.MEAN", "name": "National assessment for learning outcomes in Ghana, P6, English, students above mean (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_GIN.PASEC.CP2.MAT.MEAN", "name": "PASEC in Guinea, CP2, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_KGZ.PISA.89.READ2", "name": "PISA in Kyrgyzstan, grades 8-9, Reading - access and retrieve (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_KHM.LEAR.TEST.3.MAT.MEAN", "name": "National assessment for learning outcomes in Cambodia, grade 3, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_LAO.LEAR.TEST.5.LANG.MIN", "name": "National assessment for learning outcomes in Laos, grade 5, Language (minimal competency)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_MDA.LEAR.TEST.9.MEAN", "name": "National assessment for learning outcomes in Moldova, grade 9, mean competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with mean competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_MDG.PASEC.CM2.MAT", "name": "PASEC in Madagascar, CM2, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_MOZ.SACMEQ.TEST.6.MAT", "name": "SACMEQ in Mozambique, grade 5, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_MRT.PASEC.5.MAT", "name": "PASEC in Mauritania, grade 5, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_MWI.SACMEQ.357.MAT", "name": "SACMEQ in Malawi, standards 3,5,7, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. In Malawi SACMEQ I tested learners on English; SACMEQ II on English and Mathematics; and SACMEQ III on English, Mathematics, and HIV/AIDs. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_NER.LEAR.TEST.CE2.FR.MEAN", "name": "National assessment for learning outcomes in Niger, CE2, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": [{}]}
{"id": "8.3.2_SEN.LEAR.TEST.CE2.FR.MIN", "name": "National assessment for learning outcomes (SNERS) in Senegal, CE2, French, minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Minimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_VNM.LEAR.TEST.5.MAT2", "name": "National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Converts fractions with denominator of 10 to decimals. Calculates with whole numbers using one operation (x, -, + or ;) in a one step word problem; recognizes 2D and 3D shapes.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_VNM.LEAR.TEST.5.READ2", "name": "National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 2, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Locates text expressed in short repetitive sentences and can deal with text unaided by pictures. Type of text is limited to short sentences and phrases with repetitive patterns.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.2_ZMB.LEAR.TEST.5.MAT", "name": "National assessment for learning outcomes in Zambia, grade 5, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.20_GHA.LITERACY.P5.ZERO", "name": "Making the Grade Scores in Ghana, P5, Literacy in English, Zero score ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.20_GIN.LEAR.TEST.CEPE.MAX", "name": "National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), maximal competency ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Maximum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.20_NER.LEAR.TEST.CE2.MATH.MIN", "name": "National assessment for learning outcomes in Niger, CE2, Mathematics, minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.21_GHA.NUMERACY.P3.ADDITIO", "name": "Making the Grade Scores in Ghana, P3, Numeracy, Correct Additions (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students capable of perform correct additions in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.21_GIN.LEAR.TEST.BEPC.MAX", "name": "National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, maximal competency ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Maximum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.21_NER.LEAR.TEST.CM2.MATH.MIN", "name": "National assessment for learning outcomes in Niger, CM2, Mathematics, minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.22_GHA.NUMERACY.P5.ADDITIO", "name": "Making the Grade Scores in Ghana, P5, Numeracy, Correct Additions (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students capable of perform correct additions in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.22_GIN.LEAR.TEST.BAC.MAX", "name": "National assessment at the end of secondary (BAC) in Guinea, maximal competency ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Maximum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.22_NER.LEAR.TEST.CP.MATH.UNDERMIN", "name": "National assessment for learning outcomes in Niger, CP, Mathematics, under minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.23_GHA.NUMERACY.P3.MULTIPLI", "name": "Making the Grade Scores in Ghana, P3, Numeracy, Correct Multiplications (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students capable of performing correct multiplications in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.23_GIN.LEAR.TEST.CEPE.SUCC", "name": "National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), success rate (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Success rate calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.23_NER.LEAR.TEST.CE2.MATH.UNDERMIN", "name": "National assessment for learning outcomes in Niger, CE2, Mathematics, under minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.24_GHA.NUMERACY.P5.MULTIPLI", "name": "Making the Grade Scores in Ghana, P5, Numeracy, Correct Multiplications (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students capable of perform correct multiplications in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.24_GIN.LEAR.TEST.BEPC.SUCC", "name": "National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, success rate (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Success rate calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.24_NER.LEAR.TEST.CM2.MATH.UNDERMIN", "name": "National assessment for learning outcomes in Niger, CM2, Mathematics, under minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.25_GHA.NUMERACY.P3.ZERO", "name": "Making the Grade Scores in Ghana, P3, Numeracy, Zero score ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.25_GIN.LEAR.TEST.BAC.SUCC", "name": "National assessment at the end of secondary (BAC) in Guinea, success rate (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Success rate calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.25_NER.LEAR.TEST.CERTIFICATE.SUCC", "name": "National assessment for learning outcomes in Niger, end of 1st degree certificate, success rate (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Success rate in the end of 1st degree certificate, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.26_GHA.NUMERACY.P5.ZERO", "name": "Making the Grade Scores in Ghana, P5, Numeracy, Zero score ", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_ALB.PISA.910.READ", "name": "PISA in Albania, grade 9 and 10, Reading (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_BFA.PASEC.CP2.MAT", "name": "PASEC in Burkina Faso, CP2, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_CIV.LEAR.TEST.PRIM.ALL.MIN.COMP", "name": "National assessment for learning outcomes in C\u00f4te d'Ivoire, primary (CEPE), minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_ETH.LEAR.TEST.10.BIO.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 10, Biology, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_GEO.TIMSS.4.SCI.MEAN", "name": "TIMSS in Georgia, grade 4, Science (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_GHA.LEAR.TEST.P3.MAT.ABOV.MEAN", "name": "National assessment for learning outcomes in Ghana, P3, Mathematics, students above mean (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_GIN.PASEC.CP2.FR.MAT.MEAN", "name": "PASEC in Guinea, CP2, French and Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_KGZ.PISA.89.READ3", "name": "PISA in Kyrgyzstan, grades 8-9, Reading - integrate and interpret (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_KHM.LEAR.TEST.6.LANG.MEAN", "name": "National assessment for learning outcomes in Cambodia, grade 6, Language (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_LAO.LEAR.TEST.5.LANG.PROF", "name": "National assessment for learning outcomes in Laos, grade 5, Language (proficiency)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_MDA.LEAR.TEST.4.MIN", "name": "National assessment for learning outcomes in Moldova, grade 4, minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with minimal competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_NER.LEAR.TEST.CM2.FR.MEAN", "name": "National assessment for learning outcomes in Niger, CM2, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_SEN.LEAR.TEST.CE2.MATH.OPT", "name": "National assessment for learning outcomes (SNERS) in Senegal, CE2, Mathematics, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_VNM.LEAR.TEST.5.MAT3", "name": "National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Identifies place value; determines the value of a simple number sentence; understands equivalent fractions; adds and subtracts simple fractions; carries out multiple operations in correct order; converts and estimates common and familiar measurement units in solving problems.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_VNM.LEAR.TEST.5.READ3", "name": "National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 3, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Reads and understands longer passages. Can search backwards or forwards through text for information. Understands paraphrasing. Expanding vocabulary enables understanding of sentences with some complex structure.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.3_ZMB.SACMEQ.TEST.5.READ", "name": "SACMEQ in Zambia, grade 5, Reading (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_ALB.PISA.910.MAT", "name": "PISA in Albania, grade 9 and 10, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_BFA.PASEC.CM1.MAT", "name": "PASEC in Burkina Faso, CM1, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_CIV.LEAR.TEST.SEC.ALL.MIN.COMP", "name": "National assessment for learning outcomes in C\u00f4te d'Ivoire, lower secondary (BEPC), minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Subjects include: French, Mathematics, Physics, English, SVT, L2, H-G and ECM.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_ETH.LEAR.TEST.10.CHE.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 10, Chemistry, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_GEO.TIMSS.8.MAT.MEAN", "name": "TIMSS in Georgia, grade 8, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_GHA.LEAR.TEST.P6.MAT.ABOV.MEAN", "name": "National assessment for learning outcomes in Ghana, P6, Mathematics, students above mean (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_GIN.PASEC.CM1.FR.MEAN", "name": "PASEC in Guinea, CM1, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_KGZ.PISA.89.READ4", "name": "PISA in Kyrgyzstan, grades 8-9, Reading - reflect and evaluate (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_KHM.LEAR.TEST.6.MAT.MEAN", "name": "National assessment for learning outcomes in Cambodia, grade 6, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_LAO.LEAR.TEST.5.MAT.MEAN", "name": "National assessment for learning outcomes in Laos, grade 5, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_MDA.LEAR.TEST.9.MIN", "name": "National assessment for learning outcomes in Moldova, grade 9, minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with minimal competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_NER.LEAR.TEST.CP.FR.OPTIM", "name": "National assessment for learning outcomes in Niger, CP, French, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_SEN.LEAR.TEST.CE2.FR.OPT", "name": "National assessment for learning outcomes (SNERS) in Senegal, CE2, French, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_VNM.LEAR.TEST.5.MAT4", "name": "National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Reads, writes and compares larger numbers; solves problems involving calendars and currency, area and volume; uses charts and tables for estimation; solves inequalities; transformations with 3D figures; knowledge of angles in regular figures; understands simple transformations with 2D and 3D shapes.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_VNM.LEAR.TEST.5.READ4", "name": "National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 4, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Links information from different parts of the text. Selects and connects text to derive and infer different possible meanings.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.4_ZMB.SACMEQ.TEST.5.MAT", "name": "SACMEQ in Zambia, grade 5, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_ALB.PISA.910.SCIENCE", "name": "PISA in Albania, grade 9 and 10, Science (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_CIV.LEAR.TEST.PRIM.ALL.OPT.COMP", "name": "National assessment for learning outcomes in C\u00f4te d'Ivoire, primary (CEPE), optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_ETH.LEAR.TEST.10.PHY.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 10, Physics, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_GEO.TIMSS.8.SCI.MEAN", "name": "TIMSS in Georgia, grade 8, Science (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_GHA.LEAR.TEST.P3.ENG.ABOV.MIN", "name": "National assessment for learning outcomes in Ghana, P3, English, students above minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above the minimal competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_GIN.PASEC.CM1.MAT.MEAN", "name": "PASEC in Guinea, CM1, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_KGZ.PISA.89.READ5", "name": "PISA in Kyrgyzstan, grades 8-9, Reading - continuous texts (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_KHM.LEAR.TEST.9.LANG.MEAN", "name": "National assessment for learning outcomes in Cambodia, grade 9, Language (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_LAO.LEAR.TEST.5.MAT.MIN", "name": "National assessment for learning outcomes in Laos, grade 5, Mathematics (minimal competency)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_MDA.LEAR.TEST.4.PROF", "name": "National assessment for learning outcomes in Moldova, grade 4, proficient competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with proficient competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_NER.LEAR.TEST.CE2.FR.OPTIM", "name": "National assessment for learning outcomes in Niger, CE2, French, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_SEN.PASEC.CM1.MATH.MEAN", "name": "PASEC in Senegal, CM1, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_VNM.LEAR.TEST.5.MAT5", "name": "National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Calculates with multiple and varied operations; recognizes rules and patterns in number sequences; calculates the perimeter and area of irregular shapes; measurement of irregular objects; recognized transformed figures after reflection; solves problems with multiple operations involving measurement units, percentage and averages.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.5_VNM.LEAR.TEST.5.READ5", "name": "National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 5, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Links inferences and identifies an author's intention from information stated in different ways, in different text types and in documents where the message is not explicit.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_CIV.LEAR.TEST.SEC.ALL.OPT.COMP", "name": "National assessment for learning outcomes in C\u00f4te d'Ivoire, lower secondary (BEPC), optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_ETH.LEAR.TEST.10.AVR.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 10, average of all subjects, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_GEO.PISA.9.READ.MEAN", "name": "PISA in Georgia, grade 9, Reading (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_GHA.LEAR.TEST.P6.ENG.ABOV.MIN", "name": "National assessment for learning outcomes in Ghana, P6, English, students above minimum competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_GIN.PASEC.CM1.FR.MAT.MEAN", "name": "PASEC in Guinea, CM1, French and Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_KGZ.PISA.89.READ6", "name": "PISA in Kyrgyzstan, grades 8-9, Reading - non-continuous texts (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_KHM.LEAR.TEST.9.MAT.MEAN", "name": "National assessment for learning outcomes in Cambodia, grade 9, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_LAO.LEAR.TEST.5.MAT.PROF", "name": "National assessment for learning outcomes in Laos, grade 5, Mathematics (proficiency)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_MDA.LEAR.TEST.9.PROF", "name": "National assessment for learning outcomes in Moldova, grade 9, proficient competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with proficient competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_NER.LEAR.TEST.CM2.FR.OPTIM", "name": "National assessment for learning outcomes in Niger, CM2, French, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_SEN.PASEC.CM1.FR.MEAN", "name": "PASEC in Senegal, CM1, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_VNM.LEAR.TEST.5.MAT6", "name": "National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Problem solving with periods of time, length, area and volume; embedded and dependent number patterns; develops formulas; recognizes 3D figures after rotation and reflection and embedded figures and right angles in irregular shapes; use data from graphs.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.6_VNM.LEAR.TEST.5.READ6", "name": "National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 6, scores in indicated level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Combines text with outside knowledge to infer various meanings, including hidden meanings. Identifies an author's purposes, attitudes, values, beliefs, motives, unstated assumptions and arguments.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.7_CIV.PASEC.PRI.FRE.MAT", "name": "PASEC in C\u00f4te d'Ivoire, CP2 and CM1, French and Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.7_ETH.LEAR.TEST.12.ENG.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 12, English, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.7_GEO.PISA.9.MAT.MEAN", "name": "PISA in Georgia, grade 9, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.7_GHA.LEAR.TEST.P3.MAT.ABOV.MIN", "name": "National assessment for learning outcomes in Ghana, P3, Mathematics, students above minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above the minimal competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.7_GIN.PASEC.CP2.FR.MATH.MEAN.END", "name": "PASEC in Guinea, CP2, French and Mathematics, mean score at the end of year (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated at the end of the year for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.7_KGZ.PISA.89.READ7", "name": "PISA in Kyrgyzstan, grades 8-9, Reading - mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.7_LAO.LEAR.TEST.5.WORLD.MEAN", "name": "National assessment for learning outcomes in Laos, grade 5, world around us (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.7_MDA.PIRLS.READ.4.MEAN", "name": "PIRLS in Moldova, grade 4, Reading (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Progress in International Reading Literacy Study (PIRLS) on the reading achievement of fourth grade students, as reported by the Local Education Group (LEG). It was first conduced in 2001 and then every five years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: pirls.bc.edu.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.7_NER.LEAR.TEST.CP.FR.MIN", "name": "National assessment for learning outcomes in Niger, CP, French, minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.7_SEN.PASEC.MATH.MEAN", "name": "PASEC in Senegal, Mathematics, (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.8_ETH.LEAR.TEST.12.MAT.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 12, Mathematics, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.8_GEO.PISA.9.SCI.MEAN", "name": "PISA in Georgia, grade 9, Science (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.8_GHA.LEAR.TEST.P6.MAT.ABOV.MIN", "name": "National assessment for learning outcomes in Ghana, P6, Mathematics, students above minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above the minimal competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.8_GIN.PASEC.CM1.FR.MATH.MEAN.END", "name": "PASEC in Guinea, CM1, French and Mathematics, mean score at the end of year (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated at the end of the year for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.8_KGZ.PISA.89.READ8", "name": "PISA in Kyrgyzstan, grades 8-9, Reading - science (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.8_LAO.LEAR.TEST.5.WORLD.MIN", "name": "National assessment for learning outcomes in Laos, grade 5, world around us (minimal competency)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.8_MDA.TIMSS.MAT.MEAN", "name": "TIMSS in Moldova, Mathematics (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.8_NER.LEAR.TEST.CE2.FR.MIN", "name": "National assessment for learning outcomes in Niger, CE2, French, minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": [{}]}
{"id": "8.3.8_SEN.PASEC.FR.MEAN", "name": "PASEC in Senegal, French (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.9_ETH.LEAR.TEST.12.BIO.OPT", "name": "National assessment for learning outcomes in Ethiopia, grade 12, Biology, optimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.9_GEO.LEAR.TEST.1.ENG.LOWEST", "name": "National assessment for learning outcomes in Georgia, grade 1, English, students in lowest level (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with lowest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.9_GHA.LEAR.TEST.P3.ENG.ABOV.PROF", "name": "National assessment for learning outcomes in Ghana, P3, English, students above proficient levels (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with results above the proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.9_GIN.PASEC.CP2.FR.MATH.MEAN.BEG", "name": "PASEC in Guinea, CP2, French and Mathematics, mean score at the end of year (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated at the end of the year for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.9_LAO.LEAR.TEST.5.WORLD.PROF", "name": "National assessment for learning outcomes in Laos, grade 5, world around us (proficiency)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.9_MDA.TIMSS.SCIEN.MEAN", "name": "TIMSS in Moldova, Science (mean score)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3.9_NER.LEAR.TEST.CM2.FR.MIN", "name": "National assessment for learning outcomes in Niger, CM2, French, minimal competency (%)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.", "topics": []}
{"id": "8.3_NATIONAL.ASSESSMENTS", "name": "Realization of national assessments (yes=1, no=0, see notes if available)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "It indicates if national assessments for learning outcomes are administered for primary and lower secondary level and in which grade. Please refer to the subtopic Learning Outcomes and the specific country for details on the scores obtained in these assessments, as reported by the Local Education Group (LEG). ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. ", "topics": []}
{"id": "8.4_ORAL.READING.TEST", "name": "Administration of oral reading fluency tests (yes=1, no=0, see notes if available)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "It indicates if oral reading fluency tests are administered for primary and lower secondary level and in which grade. Please refer to the subtopic Learning Outcomes and the specific country for details on the scores obtained in these assessments, as reported by the Local Education Group (LEG). ", "sourceOrganization": "Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. ", "topics": []}
{"id": "9.0.Employee.All", "name": "Employees (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) that is a wage or salary worker", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Employee.B40", "name": "Employees-Bottom 40 Percent (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) in the bottom 40 percent that is a wage or salary worker", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Employee.T60", "name": "Employees-Top 60 Percent (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) in the top 60 percent that is a wage or salary worker", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Employer.All", "name": "Employers (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) that is an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Employer.B40", "name": "Employers-Bottom 40 Percent (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) in the bottom 40 percent that is an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Employer.T60", "name": "Employers-Top 60 Percent (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) in the top 60 percent that is an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Labor.All", "name": "Labor Force Participation Rate (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population (ages 18-65) that is in the labor force", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Labor.B40", "name": "Labor Force Participation Rate (%)-Bottom 40 Percent", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population (ages 18-65) in the Bottom 40 percent that is in the labor force", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "9.0.Labor.T60", "name": "Labor Force Participation Rate (%)-Top 60 Percent", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the population (ages 18-65) in the Top 60 percent that is in the labor force", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "9.0.SelfEmp.All", "name": "Self-Employed (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) that is self-employed and not an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.SelfEmp.B40", "name": "Self-Employed-Bottom 40 Percent (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) in the bottom 40 percent that is self-employed and not an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.SelfEmp.T60", "name": "Self-Employed-Top 60 Percent (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) in the top 60 percent that is a self-employed and not an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Unemp.All", "name": "Unemployed (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) that is unemployed", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Unemp.B40", "name": "Unemployed-Bottom 40 Percent (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) in the bottom 40 percent that is unemployed", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Unemp.T60", "name": "Unemployed-Top 60 Percent (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) in the top 60 percent that is unemployed", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Unpaid.All", "name": "Unpaid Workers (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) that works without pay", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Unpaid.B40", "name": "Unpaid Workers-Bottom 40 Percent (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) in the bottom 40 percent that works without pay", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.0.Unpaid.T60", "name": "Unpaid Workers-Top 60 Percent (%)", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the labor force (ages 18-65) in the top 60 percent that works without pay", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Employee.All", "name": "Employees (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) that is a wage or salary worker", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Employee.B40", "name": "Employees-Bottom 40 Percent (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) in the bottom 40 percent that is a wage or salary worker", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Employee.T60", "name": "Employees-Top 60 Percent (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) in the top 60 percent that is a wage or salary worker", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Employer.All", "name": "Employers (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) that is an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Employer.B40", "name": "Employers-Bottom 40 Percent (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) in the bottom 40 percent that is an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Employer.T60", "name": "Employers-Top 60 Percent (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) in the top 60 percent that is an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Labor.All", "name": "Labor Force Participation Rate (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population (ages 18-65) that is in the labor force", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Labor.B40", "name": "Labor Force Participation Rate (%)-Bottom 40 Percent, Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population (ages 18-65) in the Bottom 40 percent that is in the labor force", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "9.1.Labor.T60", "name": "Labor Force Participation Rate (%)-Top 60 Percent, Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male population (ages 18-65) in the Top 60 percent that is in the labor force", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "9.1.SelfEmp.All", "name": "Self-Employed (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) that is self-employed and not an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.SelfEmp.B40", "name": "Self-Employed-Bottom 40 Percent (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) in the bottom 40 percent that is self-employed and not an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.SelfEmp.T60", "name": "Self-Employed-Top 60 Percent (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) in the top 60 percent that is a self-employed and not an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Unemp.All", "name": "Unemployed (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) that is unemployed", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Unemp.B40", "name": "Unemployed-Bottom 40 Percent (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) in the bottom 40 percent that is unemployed", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Unemp.T60", "name": "Unemployed-Top 60 Percent (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) in the top 60 percent that is unemployed", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Unpaid.All", "name": "Unpaid Workers (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) that works without pay", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Unpaid.B40", "name": "Unpaid Workers-Bottom 40 Percent (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) in the bottom 40 percent that works without pay", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1.Unpaid.T60", "name": "Unpaid Workers-Top 60 Percent (%), Male", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the male labor force (ages 18-65) in the top 60 percent that works without pay", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.1_AID.ALIGNMENT", "name": "Alignment of aid to education (% of total international aid to education)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Estimated international education aid reported on the government\u2019s budget and expressed as a percentage of the disbursed education aid for the government sector. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. ", "sourceOrganization": "This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.", "topics": []}
{"id": "9.2.Employee.All", "name": "Employees (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) that is a wage or salary worker", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Employee.B40", "name": "Employees-Bottom 40 Percent (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) in the bottom 40 percent that is a wage or salary worker", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Employee.T60", "name": "Employees-Top 60 Percent (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) in the top 60 percent that is a wage or salary worker", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Employer.All", "name": "Employers (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) that is an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Employer.B40", "name": "Employers-Bottom 40 Percent (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) in the bottom 40 percent that is an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Employer.T60", "name": "Employers-Top 60 Percent (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) in the top 60 percent that is an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Labor.All", "name": "Labor Force Participation Rate (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population (ages 18-65) that is in the labor force", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Labor.B40", "name": "Labor Force Participation Rate (%)-Bottom 40 Percent, Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population (ages 18-65) in the Bottom 40 percent that is in the labor force", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "9.2.Labor.T60", "name": "Labor Force Participation Rate (%)-Top 60 Percent, Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female population (ages 18-65) in the Top 60 percent that is in the labor force", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "9.2.SelfEmp.All", "name": "Self-Employed (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) that is self-employed and not an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.SelfEmp.B40", "name": "Self-Employed-Bottom 40 Percent (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) in the bottom 40 percent that is self-employed and not an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.SelfEmp.T60", "name": "Self-Employed-Top 60 Percent (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) in the top 60 percent that is a self-employed and not an employer", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Unemp.All", "name": "Unemployed (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) that is unemployed", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Unemp.B40", "name": "Unemployed-Bottom 40 Percent (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) in the bottom 40 percent that is unemployed", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Unemp.T60", "name": "Unemployed-Top 60 Percent (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) in the top 60 percent that is unemployed", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Unpaid.All", "name": "Unpaid Workers (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) that works without pay", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Unpaid.B40", "name": "Unpaid Workers-Bottom 40 Percent (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) in the bottom 40 percent that works without pay", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2.Unpaid.T60", "name": "Unpaid Workers-Top 60 Percent (%), Female", "unit": "", "source": {"id": "37", "value": "LAC Equity Lab"}, "sourceNote": "Share of the female labor force (ages 18-65) in the top 60 percent that works without pay", "sourceOrganization": "LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "9.2_COORDINATED.TECH.COOP", "name": "Coordinated technical cooperation (% of total cooperation to education)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Technical cooperation from development partners provided through coordinated programs and expressed as a percentage of the total disbursed technical cooperation. Coordinated technical cooperation is consistent with the capacity development priorities of the developing recipient government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. ", "sourceOrganization": "This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.", "topics": []}
{"id": "9.3_PFM.COUNTRY.SYSTEMS", "name": "Use of public financial management country systems (% of total international aid to education)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International education aid using national public financial management (PFM) systems and expressed as a percentage of the disbursed education aid for the government sector. PFM systems include budge execution procedures, financial reporting procedures and auditing procedures. Donors use national budget execution procedures when the funds they provide are managed according to the national budgeting procedures established in the general legislation and implemented by government. The use of national financial reporting means that donors do not impose additional requirements on governments for financial reporting. The use of national auditing procedures means that donors rely on the audit opinions issued by the country's supreme audit institution and on the government's normal financial reports/statements. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. ", "sourceOrganization": "This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.", "topics": []}
{"id": "9.4_PROCUREMENT.COUNTRY.SYSTEMS", "name": "Use of procurement country systems (% of total international aid to education)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International education aid using national procurement systems and procedures expressed as a percentage of the disbursed education aid for the government sector. Donors use national procurement systems when the funds they provide for the implementation of projects and programs are managed according to the national procurement procedures as they were established in the general legislation and implemented by government. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. ", "sourceOrganization": "This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.", "topics": []}
{"id": "9.5_PIU", "name": "Number of parallel implementation units, education sector", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "Number of parallel implementation units (PIUs) in the education sector, as reported by the development donors. A project implementation unit (PIU) is parallel when it is created and operates outside existing country institutional and administrative structures at the behest of a donor. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. ", "sourceOrganization": "This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.", "topics": []}
{"id": "9.6_PBA", "name": "Aid provided through program based approaches (% of international aid to education)", "unit": "", "source": {"id": "34", "value": "Global Partnership for Education"}, "sourceNote": "International education aid provided in the context of programme-based approaches (PBAs) and expressed as a percentage of the total disbursed education aid. This indicator is measured by the donors\u2019 use of (general or sector) budget support and/or joint financing mechanisms such as pool funding mechanisms. PBA is a way of engaging in development co-operation based on the principles of coordinated support for a locally owned programme of development, such as a national education plan. Programme-based approaches share the following features: Leadership by the host country; a single comprehensive programme and budget framework; a formalized process for donor coordination and harmonization of donor procedures; efforts to increase the use of country systems. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. ", "sourceOrganization": "This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.", "topics": []}
{"id": "9020000", "name": "9020000:ACTUAL INDIVIDUAL CONSUMPTION", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "9060000", "name": "9060000:ACTUAL HOUSING, WATER, ELECTRICITY, GAS AND OTHER FUELS", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "9080000", "name": "9080000:ACTUAL HEALTH", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "9100000", "name": "9100000:HOUSEHOLDS AND NPISHS FINAL CONSUMPTION EXPENDITURE", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "9110000", "name": "9110000:ACTUAL RECREATION AND CULTURE", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "9120000", "name": "9120000:ACTUAL EDUCATION", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "9140000", "name": "9140000:ACTUAL MISCELLANEOUS GOODS AND SERVICES", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "9250000", "name": "9250000:DOMESTIC ABSORPTION", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "9260000", "name": "9260000:INDIVIDUAL CONSUMPTION EXPENDITURE BY HOUSEHOLDS WITHOUT HOUSING", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "9270000", "name": "9270000:GENERAL GOVERNMENT FINAL CONSUMPTION EXPENDITURE", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "A1", "name": "001.Number of Exporters", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A10i", "name": "026.Export Value per Incumbent: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A10ii", "name": "027.Export Value per Incumbent: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A10iii", "name": "028.Export Value per Incumbent: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A10iv", "name": "029.Export Value per Incumbent: First Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A10v", "name": "030.Export Value per Incumbent: Third Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A11i", "name": "031.Growth of Incumbents: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A11ii", "name": "032.Growth of Incumbents: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A11iii", "name": "033.Growth of Incumbents: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A11iv", "name": "034.Growth of Incumbents: First Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A11v", "name": "035.Growth of Incumbents: Third Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A12i", "name": "036.Growth of Surviving Entrants: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A12ii", "name": "037.Growth of Surviving Entrants: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A12iii", "name": "038.Growth of Surviving Entrants: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A12iv", "name": "039.Growth of Surviving Entrants: First Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A12v", "name": "040.Growth of Surviving Entrants: Third Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A2", "name": "002.Number of Entrants", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A3", "name": "003.Number of Exiters", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A4", "name": "004.Number of Surviving Entrants", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A5", "name": "005.Number of Incumbents", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": [{}]}
{"id": "A6i", "name": "006.Export Value per Exporter: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A6ii", "name": "007.Export Value per Exporter: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A6iii", "name": "008.Export Value per Exporter: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A6iv", "name": "009.Export Value per Exporter: First Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A6v", "name": "010.Export Value per Exporter: Third Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A7i", "name": "011.Export Value per Entrant: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A7ii", "name": "012.Export Value per Entrant: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A7iii", "name": "013.Export Value per Entrant: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A7iv", "name": "014.Export Value per Entrant: First Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A7v", "name": "015.Export Value per Entrant: Third Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A8i", "name": "016.Export Value per Exiter: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A8ii", "name": "017.Export Value per Exiter: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A8iii", "name": "018.Export Value per Exiter: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A8iv", "name": "019.Export Value per Exiter: First Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A8v", "name": "020.Export Value per Exiter: Third Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A9i", "name": "021.Export Value per Surviving Entrant: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A9ii", "name": "022.Export Value per Surviving Entrant: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A9iii", "name": "023.Export Value per Surviving Entrant: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A9iv", "name": "024.Export Value per Surviving Entrant: First Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "A9v", "name": "025.Export Value per Surviving Entrant: Third Quartile", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "account.t.d", "name": "Account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\").", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.1", "name": "Account, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.10", "name": "Account, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.11", "name": "Account, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.12", "name": "Account, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.2", "name": "Account, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.3", "name": "Account, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.4", "name": "Account, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.5", "name": "Account, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.6", "name": "Account, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.7", "name": "Account, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.8", "name": "Account, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account.t.d.9", "name": "Account, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for \"financial institution account\") or report personally using a mobile money service in the past year (see the definition for \"mobile money account\"), rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "account_t_d", "name": "Account (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "account_t_d_1", "name": "Account, female (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "account_t_d_2", "name": "Account, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "account_t_d_3", "name": "Account, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "account_t_d_4", "name": "Account, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "account_t_d_5", "name": "Account (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "account_t_d_6", "name": "Account (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "account_t_d_7", "name": "Account (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AED.PRIM.MATH", "name": "EDSTATS: Adjusted Primary Math Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "A test score that has been standardized over time and across various international and regional mathematics assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary math scores on international tests (such as PISA and TIMSS) to primary math scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw primary math international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary math test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average primary math scores in a given regional test and primary math scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary math test scores comparable over across time, over countries and over all assessments.", "sourceOrganization": "Angrist, N., Patrinos, H. and  Schlotter, M.. The World Bank (2013)", "topics": []}
{"id": "AED.PRIM.MEAN", "name": "EDSTATS: Average Adjusted Primary Test Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "A test score that has been standardized over time, across subjects, and across various international and regional assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary scores averaged across subjects on all international tests (such as PISA and TIMSS) to average primary scores averaged across subjects on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international primary scores are averaged across subjects and approximated to the nearest 5-year interval, averaged across tests, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary test scores from countries which only participate in regional assessments are included in the above transformation after being averaged across subjects and then multiplied by a ratio comparing average primary scores across subjects in a given regional test and average primary scores across subjects on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary test scores comparable over across time, across subjects, over countries and over all assessments.", "sourceOrganization": "Angrist, N., Patrinos, H. and  Schlotter, M.. The World Bank (2013)", "topics": []}
{"id": "AED.PRIM.READ", "name": "EDSTATS: Adjusted Primary Reading Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "A test score that has been standardized over time and across various international and regional reading assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary reading scores on international tests (such as PISA and TIMSS) to primary reading scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international primary reading scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary reading test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average primary reading scores in a given regional test and primary reading scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary reading test scores comparable over across time, over countries and over all assessments.", "sourceOrganization": "Angrist, N., Patrinos, H. and  Schlotter, M.. The World Bank (2013)", "topics": []}
{"id": "AED.PRIM.SCNC", "name": "EDSTATS: Adjusted Primary Science Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "A test score that has been standardized over time and across various international and regional science assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary science scores on international tests (such as PISA and TIMSS) to primary science scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw primary science international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary science test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average primary science scores in a given regional test and primary science scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary science test scores comparable over across time, over countries and over all assessments.", "sourceOrganization": "Angrist, N., Patrinos, H. and  Schlotter, M.. The World Bank (2013)", "topics": []}
{"id": "AED.PRSC.MEAN", "name": "EDSTATS: Average Adjusted Test Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "A test score that has been standardized over time, across subjects, across schooling levels, and across various international and regional assessments. It is calculated by creating a ratio between U.S. scores averaged across subjects and over schooling level on all international tests (such as PISA and TIMSS) to average scores averaged across subjects and over schooling levels on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international scores are averaged across subjects and over school levels and approximated to the nearest 5-year interval, averaged across tests, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Test scores from countries which only participate in regional assessments are included in the above transformation after being averaged across subjects and over schooling levels and then multiplied by a ratio comparing average scores across subjects and schooling levels in a given regional test and average scores across subjects and schooling levels on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted test scores comparable over time, across subjects, across schooling levels, over countries and over all assessments.", "sourceOrganization": "Angrist, N., Patrinos, H. and  Schlotter, M.. The World Bank (2013)", "topics": []}
{"id": "AED.SECO.MATH", "name": "EDSTATS: Adjusted Secondary Math Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "A test score that has been standardized over time and across various international and regional mathematics assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary math scores on international tests (such as PISA and TIMSS) to secondary math scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw secondary math international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary math test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average secondary math scores in a given regional test and secondary math scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary math test scores comparable over across time, over countries and over all assessments.", "sourceOrganization": "Angrist, N., Patrinos, H. and  Schlotter, M.. The World Bank (2013)", "topics": []}
{"id": "AED.SECO.MEAN", "name": "EDSTATS: Average Adjusted Secondary Test Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "A test score that has been standardized over time, across subjects, and across various international and regional assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary scores averaged across subjects on all international tests (such as PISA and TIMSS) to average secondary scores averaged across subjects on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international secondary scores are averaged across subjects and approximated to the nearest 5-year interval, averaged across tests, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary test scores from countries which only participate in regional assessments are included in the above transformation after being averaged across subjects and then multiplied by a ratio comparing average secondary scores across subjects in a given regional test and average secondary scores across subjects on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary test scores comparable over time, across subjects, over countries and over all assessments.", "sourceOrganization": "Angrist, N., Patrinos, H. and  Schlotter, M.. The World Bank (2013)", "topics": []}
{"id": "AED.SECO.READ", "name": "EDSTATS: Adjusted Secondary Reading Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "A test score that has been standardized over time and across various international and regional reading assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary reading scores on international tests (such as PISA and TIMSS) to secondary reading scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw secondary reading international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary reading test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average secondary readings scores in a given regional test and secondary reading scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary reading test scores comparable over across time, over countries and over all assessments.", "sourceOrganization": "Angrist, N., Patrinos, H. and  Schlotter, M.. The World Bank (2013)", "topics": []}
{"id": "AED.SECO.SCNC", "name": "EDSTATS: Adjusted Secondary Science Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "A test score that has been standardized over time and across various international and regional science assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary science scores on international tests (such as PISA and TIMSS) to secondary science scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw secondary science international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary science test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average secondary science scores in a given regional test and secondary science scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary science test scores comparable over across time, over countries and over all assessments.", "sourceOrganization": "Angrist, N., Patrinos, H. and  Schlotter, M.. The World Bank (2013)", "topics": []}
{"id": "AG.AGR.TRAC.NO", "name": "Agricultural machinery, tractors", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.AID.CREL.MT", "name": "Cereal food aid deliveries (FAO, tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Food aid shipments represent a transfer of food commodities from donor to recipient countries on a total-grant basis. Processed and blended cereals are converted into their grain equivalent by applying the conversion factors included in the Rule of Procedures under the 1999 Food Aid Convention to facilitate comparisons between deliveries of different commodities.  For cereals, the period refers to July/June, beginning in the year shown. ", "sourceOrganization": "World Food Programme, electronic files and web site (http://www.wfp.org/fais/)", "topics": []}
{"id": "AG.AID.FOOD.MT", "name": "Total food (cereals and non-cereal) food aid deliveries (FAO, tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Food aid represent a transfer of food commodities from donor to recipient countries on a total-grant basis or on highly concessional terms.  ", "sourceOrganization": "World Food Programme, electronic files and web site (http://www.wfp.org/fais/)", "topics": []}
{"id": "AG.AID.NCREL.MT", "name": "Non-cereal food aid deliveries (FAO, tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Non-cereal commodities or commodity groups include skimmed milk powder, vegetable oil, butter oil, other dairy products, meat, fish, pulses, sugar, dried fruit and other foodstuffs. From 1977 to 1986, because of the non-availability of data, non-cereal food aid is composed of four commodities only: skimmed milk powder, vegetable oil, butter oil and other dairy products.", "sourceOrganization": "World Food Programme, electronic files and web site (http://www.wfp.org/fais/)", "topics": []}
{"id": "AG.CON.FERT.MT", "name": "Fertilizer consumption (metric tons)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.CON.FERT.PT.ZS", "name": "Fertilizer consumption (% of fertilizer production)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fertilizer consumption measures the quantity of plant nutrients used per unit of arable land. Fertilizer products cover nitrogenous, potash, and phosphate fertilizers (including ground rock phosphate). Traditional nutrients--animal and plant manures--are not included. For the purpose of data dissemination, FAO has adopted the concept of a calendar year (January to December). Some countries compile fertilizer data on a calendar year basis, while others are on a split-year basis.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.CON.FERT.ZS", "name": "Fertilizer consumption (kilograms per hectare of arable land)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fertilizer consumption measures the quantity of plant nutrients used per unit of arable land. Fertilizer products cover nitrogenous, potash, and phosphate fertilizers (including ground rock phosphate). Traditional nutrients--animal and plant manures--are not included. For the purpose of data dissemination, FAO has adopted the concept of a calendar year (January to December). Some countries compile fertilizer data on a calendar year basis, while others are on a split-year basis. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.CON.PEST.MT", "name": "Pesticide consumption (metric tons)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.CRP.BLY.CD", "name": "Producer Price for Barley (per tonne, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.BLY.CN", "name": "Producer Price for Barley (per tonne, current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.FNO.CD", "name": "Producer Price for Fonio (per tonne, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.FNO.CN", "name": "Producer Price for Fonio (per tonne, current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.MLT.CD", "name": "Producer Price for Millet (per tonne, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.MLT.CN", "name": "Producer Price for Millet (per tonne, current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.MZE.CD", "name": "Producer Price for Maize (per tonne, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.MZE.CN", "name": "Producer Price for Maize (per tonne, current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.RICE.CD", "name": "Producer Price for Rice, paddy (per tonne, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.RICE.CN", "name": "Producer Price for Rice, paddy (per tonne, current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.SGM.CD", "name": "Producer Price for Sorghum (per tonne, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.SGM.CN", "name": "Producer Price for Sorghum (per tonne, current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.WHT.CD", "name": "Producer Price for Wheat (per tonne, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.CRP.WHT.CN", "name": "Producer Price for Wheat (per tonne, current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.FRST.PROD.CHAR", "name": "Wood charcoal production quantity (tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Wood carbonized by partial combustion or application of heat from an external source. It is used as a fuel or for other uses. Figures are given in weight (MT). ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.FRST.PROD.WOOD", "name": "Wood fuel production quantity (CUM, solid volume units)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Wood fuel refers to all roundwood used as fuel for purposes such as cooking, heating, or power production. It includes wood harvested from main stems, branches and other parts of trees. It also includes wood intended for charcoal production.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.IMP.CREL.MT", "name": "Cereal imports (metric tons)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.LND.AGRI.HA", "name": "Agricultural land (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Agricultural land refers to the share of land area that is arable, under permanent crops, and under permanent pastures. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded. Land under permanent crops is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber. Permanent pasture is land used for five or more years for forage, including natural and cultivated crops.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.AGRI.K2", "name": "Agricultural land (sq. km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Agricultural land refers to the share of land area that is arable, under permanent crops, and under permanent pastures. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded. Land under permanent crops is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber. Permanent pasture is land used for five or more years for forage, including natural and cultivated crops.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}]}
{"id": "AG.LND.AGRI.ZS", "name": "Agricultural land (% of land area)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Agricultural land refers to the share of land area that is arable, under permanent crops, and under permanent pastures. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded. Land under permanent crops is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber. Permanent pasture is land used for five or more years for forage, including natural and cultivated crops.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.ARBL.HA", "name": "Arable land (hectares)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Arable land (in hectares) includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.LND.ARBL.HA.PC", "name": "Arable land (hectares per person)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Arable land (hectares per person) includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.LND.ARBL.ZS", "name": "Arable land (% of land area)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.BLY.HA", "name": "Land under barley production (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Land under barley production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.CERE.ZS", "name": "Cereal cropland (% of land area)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Land under cereal production refers to harvested area, although some countries report only sown or cultivated area. Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded. ", "sourceOrganization": "Food and Agriculture Organization, Production Yearbook and data files. ", "topics": []}
{"id": "AG.LND.CREL.HA", "name": "Land under cereal production (hectares)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Land under cereal production refers to harvested area, although some countries report only sown or cultivated area. Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.LND.CROP.HA", "name": "Permanent cropland (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Permanent cropland is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.CROP.ZS", "name": "Permanent cropland (% of land area)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Permanent cropland is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.LND.CRPA.HA", "name": "Arable and permanent cropland (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This land category is the sum of areas under \u201cArable land\u201d and \"Permanent crops\u201d.   Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.EL5M.RU.K2", "name": "Rural land area where elevation is below 5 meters (sq. km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rural land area below 5m is the total rural land area in square kilometers where the elevation is 5 meters or less.", "sourceOrganization": "Center for International Earth Science Information Network - CIESIN - Columbia University, and CUNY Institute for Demographic Research - CIDR - City University of New York. 2021. Low Elevation Coastal Zone (LECZ) Urban-Rural Population and Land Area Estimates, Version 3. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC).\u00a0https://doi.org/10.7927/d1x1-d702.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.EL5M.RU.ZS", "name": "Rural land area where elevation is below 5 meters (% of total land area)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rural land area below 5m is the percentage of total land where the rural land elevation is 5 meters or less.", "sourceOrganization": "Center for International Earth Science Information Network - CIESIN - Columbia University, and CUNY Institute for Demographic Research - CIDR - City University of New York. 2021. Low Elevation Coastal Zone (LECZ) Urban-Rural Population and Land Area Estimates, Version 3. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC).\u00a0https://doi.org/10.7927/d1x1-d702.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.EL5M.UR.K2", "name": "Urban land area where elevation is below 5 meters (sq. km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Urban land area below 5m is the total urban land area in square kilometers where the elevation is 5 meters or less.", "sourceOrganization": "Center for International Earth Science Information Network - CIESIN - Columbia University, and CUNY Institute for Demographic Research - CIDR - City University of New York. 2021. Low Elevation Coastal Zone (LECZ) Urban-Rural Population and Land Area Estimates, Version 3. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC).\u00a0https://doi.org/10.7927/d1x1-d702.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "16", "value": "Urban Development "}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.EL5M.UR.ZS", "name": "Urban land area where elevation is below 5 meters (% of total land area)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Urban land area below 5m is the percentage of total land where the urban land elevation is 5 meters or less.", "sourceOrganization": "Center for International Earth Science Information Network - CIESIN - Columbia University, and CUNY Institute for Demographic Research - CIDR - City University of New York. 2021. Low Elevation Coastal Zone (LECZ) Urban-Rural Population and Land Area Estimates, Version 3. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC).\u00a0https://doi.org/10.7927/d1x1-d702.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "16", "value": "Urban Development "}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.EL5M.ZS", "name": "Land area where elevation is below 5 meters (% of total land area)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Land area below 5m is the percentage of total land where the elevation is 5 meters or less.", "sourceOrganization": "Center for International Earth Science Information Network - CIESIN - Columbia University, and CUNY Institute for Demographic Research - CIDR - City University of New York. 2021. Low Elevation Coastal Zone (LECZ) Urban-Rural Population and Land Area Estimates, Version 3. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC).\u00a0https://doi.org/10.7927/d1x1-d702.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.FNO.HA", "name": "Land under fonio production (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Land under fonio production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.FRLS.HA", "name": "Tree Cover Loss (hectares)", "unit": "", "source": {"id": "75", "value": "Environment, Social and Governance (ESG) Data"}, "sourceNote": "Shows year-by-year tree cover loss, defined as stand level replacement of vegetation greater than 5 meters, within the selected area. The tree cover loss data set is a collaboration of the University of Maryland, Google, USGS, and NASA, and uses Landsat satellite images to map annual tree cover loss at a 30 \u00d7 30 meter resolution. Note that \u201ctree cover loss\u201d is not the same as \u201cdeforestation\u201d \u2013 tree cover loss includes change in both natural and planted forest, and does not need to be human caused. The data from 2011 onward were produced with an updated methodology that may capture additional loss. Comparisons between the original 2001-2010 data and future years should be performed with caution.", "sourceOrganization": "Global Forest Watch. Tree Cover Loss (Hansen/UMD/Google/USGS/NASA).", "topics": []}
{"id": "AG.LND.FRST.HA", "name": "Forest area (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Forest area is land under natural or planted stands of trees of at least 5 meters in situ, whether productive or not, and excludes tree stands in agricultural production systems (for example, in fruit plantations and agroforestry systems) and trees in urban parks and gardens.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.FRST.K2", "name": "Forest area (sq. km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Forest area is land under natural or planted stands of trees of at least 5 meters in situ, whether productive or not, and excludes tree stands in agricultural production systems (for example, in fruit plantations and agroforestry systems) and trees in urban parks and gardens.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.FRST.ZS", "name": "Forest area (% of land area)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Forest area is land under natural or planted stands of trees of at least 5 meters in situ, whether productive or not, and excludes tree stands in agricultural production systems (for example, in fruit plantations and agroforestry systems) and trees in urban parks and gardens.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.IRIG.AG.ZS", "name": "Agricultural irrigated land (% of total agricultural land)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Agricultural irrigated land refers to agricultural areas purposely provided with water, including land irrigated by controlled flooding.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}]}
{"id": "AG.LND.IRIG.HA", "name": "Land use, irrigated land (hectares)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.LND.IRIG.HA.AG", "name": "Agricultural area irrigated (ha)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Agricultural area irrigated, part of the full or partial control irrigated agricultural land which is actually irrigated in a given year. Often, part of the equipped area is not irrigated for various reasons, such as lack of water, absence of farmers, land degradation, damage, organisational problems etc. ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{}]}
{"id": "AG.LND.IRIG.PO.HA", "name": "Land area equipped for irrigation (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Area equipped to provide water (via irrigation) to the crops. It includes areas equipped for full and partial control irrigation, equipped lowland areas, pastures, and areas equipped for spate irrigation. Data are expressed in 1000 hectares. ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.IRIG.ZS", "name": "Irrigated land (% of cropland)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.LND.MLT.HA", "name": "Land under millet production (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Land under millet production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.MZE.HA", "name": "Land under maize production (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Land under maize production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.OTHR.ZS", "name": "Land use, other (% of land area)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.LND.POP.ZS", "name": "Arable land (hectares per person)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.LND.PPAS.ZS", "name": "Permanent pasture (% of land area)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.LND.PRCP.MM", "name": "Average precipitation in depth (mm per year)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average precipitation is the long-term average in depth (over space and time) of annual precipitation in the country. Precipitation is defined as any kind of water that falls from clouds as a liquid or a solid.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.RICE.HA", "name": "Land under rice production (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Land under rice production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.SGM.HA", "name": "Land under sorghum production (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Land under sorghum production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.TOTL.HA", "name": "Land area (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Land area is a country's total area, excluding area under inland water bodies, national claims to continental shelf, and exclusive economic zones. In most cases the definition of inland water bodies includes major rivers and lakes.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.LND.TOTL.K2", "name": "Land area (sq. km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Land area is a country's total area, excluding area under inland water bodies, national claims to continental shelf, and exclusive economic zones. In most cases the definition of inland water bodies includes major rivers and lakes.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.TOTL.RU.K2", "name": "Rural land area (sq. km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rural land area in square kilometers, derived from urban extent grids which distinguish urban and rural areas based on a combination of population counts (persons), settlement points, and the presence of Nighttime Lights. Areas are defined as urban where contiguous lighted cells from the Nighttime Lights or approximated urban extents based on buffered settlement points for which the total population is greater than 5,000 persons.", "sourceOrganization": "Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.TOTL.UR.K2", "name": "Urban land area (sq. km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Urban land area in square kilometers, based on a combination of population counts (persons), settlement points, and the presence of Nighttime Lights. Areas are defined as urban where contiguous lighted cells from the Nighttime Lights or approximated urban extents based on buffered settlement points for which the total population is greater than 5,000 persons.", "sourceOrganization": "Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.", "topics": [{"id": "16", "value": "Urban Development "}, {"id": "6", "value": "Environment "}]}
{"id": "AG.LND.TRAC.ZS", "name": "Agricultural machinery, tractors per 100 sq. km of arable land", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.LND.WHT.HA", "name": "Land under wheat production (hectares)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Land under wheat production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.AGRI.XD", "name": "Agriculture production index (1999-2001 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.BLY.MT", "name": "Barley production (metric tons)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Production data on barley relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.CREL.MT", "name": "Cereal production (metric tons)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.PRD.CREL.XD", "name": "Cereal production index (1999-2001 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cereal production index covers cereals that are considered edible and that contain nutrients.  The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.CROP.XD", "name": "Crop production index (2014-2016 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Crop production index shows agricultural production for each year relative to the base period 2014-2016. It includes all crops except fodder crops. Regional and income group aggregates for the FAO's production indexes are calculated from the underlying values in international dollars, normalized to the base period 2014-2016.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.PRD.FNO.MT", "name": "Fonio production (metric tons)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Production data on fonio relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.FOOD.XD", "name": "Food production index (2014-2016 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Food production index covers food crops that are considered edible and that contain nutrients. Coffee and tea are excluded because, although edible, they have no nutritive value.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.PRD.GAGRI.XD", "name": "Agriculture production index (gross, 1999-2001 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.  All the indices at the country, regional and world levels are calculated by the Laspeyres formula. Production quantities of each commodity are weighted by 2004-2006 average international commodity prices and summed for each year.  To obtain the index, the aggregate for a given year is divided by the average aggregate for the base period 2004-2006.  Since the FAO indices are based on the concept of agriculture as a single enterprise, amounts of seed and feed are subtracted from the production data to avoid double counting them, once in the production data and once with the crops or livestock produced from them.  Deductions for seed (in the case of eggs, for hatching) and for livestock and poultry feed apply to both domestically produced and imported commodities.  They cover only primary agricultural products destined to animal feed (e.g. maize, potatoes, milk, etc.). Processed and semi-processed feed items such as bran, oilcakes, meals and molasses have been completely excluded from the calculations at all stages.   should be noted that when calculating indices of agricultural, food and nonfood production, all intermediate primary inputs of agricultural origin are deducted. However, for indices of any other commodity group, only inputs originating from within the same group are deducted; thus, only seed is removed from the group \u201ccrops\u201d and from all crop subgroups, such as cereals, oil crops, etc.; and both feed and seed originating from within the livestock sector (e.g. milk feed, hatching eggs) are removed from the group \u201clivestock products\u201d. For the main two livestock subgroups, namely, meat and milk, only feed originating from the respective subgroup is removed.  The  \u201dinternational commodity prices\u201d are used in order to avoid the use of exchange rates for obtaining continental and world aggregates, and also to improve and facilitate international comparative analysis of productivity at the national level. These\u201d international prices\u201d, expressed in so-called \"\"international dollars\u201d, are derived using a Geary-Khamis formula for the agricultural sector. This method assigns a single \u201cprice\u201d to each commodity. For example, one metric ton of wheat has the same price regardless of the country where it was produced. The currency unit in which the prices are expressed has no influence on the indices published.  The commodities covered in the computation of indices of agricultural production are all crops and livestock products originating in each country.  Practically all products are covered, with the main exception of fodder crops. The category of food production includes commodities that are considered edible and that contain nutrients.  Accordingly, coffee and tea are excluded along with inedible commodities because, although edible, they have practically no nutritive value.  Aggregates are the sum of available data.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.GCREL.XD", "name": "Cereal production index (gross, 1999-2001 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cereal production index covers cereals that are considered edible and that contain nutrients.  The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.  All the indices at the country, regional and world levels are calculated by the Laspeyres formula. Production quantities of each commodity are weighted by 2004-2006 average international commodity prices and summed for each year.  To obtain the index, the aggregate for a given year is divided by the average aggregate for the base period 2004-2006.  Since the FAO indices are based on the concept of agriculture as a single enterprise, amounts of seed and feed are subtracted from the production data to avoid double counting them, once in the production data and once with the crops or livestock produced from them.  Deductions for seed (in the case of eggs, for hatching) and for livestock and poultry feed apply to both domestically produced and imported commodities.  They cover only primary agricultural products destined to animal feed (e.g. maize, potatoes, milk, etc.). Processed and semi-processed feed items such as bran, oilcakes, meals and molasses have been completely excluded from the calculations at all stages.   should be noted that when calculating indices of agricultural, food and nonfood production, all intermediate primary inputs of agricultural origin are deducted. However, for indices of any other commodity group, only inputs originating from within the same group are deducted; thus, only seed is removed from the group \u201ccrops\u201d and from all crop subgroups, such as cereals, oil crops, etc.; and both feed and seed originating from within the livestock sector (e.g. milk feed, hatching eggs) are removed from the group \u201clivestock products\u201d. For the main two livestock subgroups, namely, meat and milk, only feed originating from the respective subgroup is removed.  The  \u201dinternational commodity prices\u201d are used in order to avoid the use of exchange rates for obtaining continental and world aggregates, and also to improve and facilitate international comparative analysis of productivity at the national level. These\u201d international prices\u201d, expressed in so-called \"\"international dollars\u201d, are derived using a Geary-Khamis formula for the agricultural sector. This method assigns a single \u201cprice\u201d to each commodity. For example, one metric ton of wheat has the same price regardless of the country where it was produced. The currency unit in which the prices are expressed has no influence on the indices published.  The commodities covered in the computation of indices of agricultural production are all crops and livestock products originating in each country.  Practically all products are covered, with the main exception of fodder crops. The category of food production includes commodities that are considered edible and that contain nutrients.  Accordingly, coffee and tea are excluded along with inedible commodities because, although edible, they have practically no nutritive value.  Aggregates are the sum of available data.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.GCROP.XD", "name": "Crop production index (gross, 1999-2001 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Crop production index shows agricultural production for each year relative to the base period 2004-2006. It includes all crops except fodder crops. Regional and income group aggregates for the FAO's production indexes are calculated from the underlying values in international dollars, normalized to the base period 2004-2006.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.GFOOD.XD", "name": "Food production index (gross, 1999-2001 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Food production index covers food crops that are considered edible and that contain nutrients. Coffee and tea are excluded because, although edible, they have no nutritive value.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.GLVSK.XD", "name": "Livestock production index (gross, 1999-2001 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Livestock production index includes meat and milk from all sources, dairy products such as cheese, and eggs, honey, raw silk, wool, and hides and skins.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.GNFOOD.XD", "name": "Non-food production index (gross, 1999-2001 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Non-food production index covers non-food items.  All the indices at the country, regional and world levels are calculated by the Laspeyres formula. Production quantities of each commodity are weighted by 2004-2006 average international commodity prices and summed for each year. To obtain the index, the aggregate for a given year is divided by the average aggregate for the base period 2004-2006.  It should be noted that when calculating indices of agricultural, food and nonfood production, all intermediate primary inputs of agricultural origin are deducted. However, for indices of any other commodity group, only inputs originating from within the same group are deducted; thus, only seed is removed from the group \u201ccrops\u201d and from all crop subgroups, such as cereals, oil crops, etc.; and both feed and seed originating from within the livestock sector (e.g. milk feed, hatching eggs) are removed from the group \u201clivestock products\u201d. For the main two livestock subgroups, namely, meat and milk, only feed originating from the respective subgroup is removed.  The \"\"international commodity prices\u201d are used in order to avoid the use of exchange rates for obtaining continental and world aggregates, and also to improve and facilitate international comparative analysis of productivity at the national level. These\u201d international prices\u201d, expressed in so-called \"\"international dollars\u201d, are derived using a Geary-Khamis formula for the agricultural sector. This method assigns a single \u201cprice\u201d to each commodity. For example, one metric ton of wheat has the same price regardless of the country where it was produced. The currency unit in which the prices are expressed has no influence on the indices published.  The indices are calculated from production data presented on a calendar year basis.  Aggregates are the sum of available data.", "sourceOrganization": "Food and Agriculture Organization, Production Yearbook and data files.", "topics": []}
{"id": "AG.PRD.LVSK.XD", "name": "Livestock production index (2014-2016 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Livestock production index includes meat and milk from all sources, dairy products such as cheese, and eggs, honey, raw silk, wool, and hides and skins.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "AG.PRD.MLT.MT", "name": "Millet production (metric tons)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Production data on millet relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.MZE.MT", "name": "Maize production (metric tons)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Production data on maize relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.NFOOD.XD", "name": "Gross non-food production index (1999-2001 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Non-food production index covers non-food items.  The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.", "sourceOrganization": "Food and Agriculture Organization, Production Yearbook and data files.", "topics": []}
{"id": "AG.PRD.RICE.MT", "name": "Rice production (metric tons)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Production data on rice relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.RTTB.MT", "name": "Roots and tubers production (metric tons)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.PRD.SGM.MT", "name": "Sorghum production (metric tons)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Production data on sorghum relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.PRD.WHT.MT", "name": "Wheat production (metric tons)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Production data on wheat relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.SED.BLY.MT", "name": "Barley seed quantity (FAO, metric tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.SED.CREL.MT", "name": "Cereal seed quantity (FAO, metric tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.SED.FNO.MT", "name": "Fonio seed quantity (FAO, metric tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.SED.MLT.MT", "name": "Millet seed quantity (FAO, metric tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.SED.MZE.MT", "name": "Maize seed quantity (FAO, metric tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.SED.RICE.MT", "name": "Rice seed quantity (FAO, metric tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.SED.SGM.MT", "name": "Sorghum seed quantity (FAO, metric tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.SED.WHT.MT", "name": "Wheat seed quantity (FAO, metric tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.SRF.TOTL.HA", "name": "Surface area (ha)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Surface area is a country's total area, including areas under inland bodies of water and some coastal waterways.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.SRF.TOTL.K2", "name": "Surface area (sq. km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Surface area is a country's total area, including areas under inland bodies of water and some coastal waterways.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "6", "value": "Environment "}]}
{"id": "AG.TRC.EMPL.ZS", "name": "Agricultural machinery, tractors per agricultural worker", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.USE.PEST.ZS", "name": "Pesticide consumption (kg per hectare)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "AG.YLD.BLY.KG", "name": "Barley yield (kg per hectare)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Barley yield, measured as kilograms per hectare of harvested land. Production data on  relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.YLD.CREL.KG", "name": "Cereal yield (kg per hectare)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Cereal yield, measured as kilograms per hectare of harvested land, includes wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded. The FAO allocates production data to the calendar year in which the bulk of the harvest took place. Most of a crop harvested near the end of a year will be used in the following year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}]}
{"id": "AG.YLD.FNO.KG", "name": "Fonio yield (kg per hectare)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Fonio yield, measured as kilograms per hectare of harvested land. Production data on  relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.YLD.MLT.KG", "name": "Millet yield (kg per hectare)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Millet yield, measured as kilograms per hectare of harvested land. Production data on  relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.YLD.MZE.KG", "name": "Maize yield (kg per hectare)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Maize yield, measured as kilograms per hectare of harvested land. Production data on  relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.YLD.RICE.KG", "name": "Rice yield (kg per hectare)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Rice yield, measured as kilograms per hectare of harvested land. Production data on  relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.YLD.SGM.KG", "name": "Sorghum yield (kg per hectare)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Sorghum yield, measured as kilograms per hectare of harvested land. Production data on  relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "AG.YLD.WHT.KG", "name": "Wheat yield (kg per hectare)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Wheat yield, measured as kilograms per hectare of harvested land. Production data on  relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "allsa.bi_q1", "name": "Benefit incidence of social safety net programs to poorest quintile (% of total safety net benefits)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "allsa.cov_pop", "name": "Coverage of social safety net programs (% of population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "allsa.gen_pop", "name": "Generosity of social safety net programs (% of total welfare of beneficiary households)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "allsi.bi_q1", "name": "Benefit incidence of social insurance programs to poorest quintile (% of total social insurance benefits)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "allsi.cov_pop", "name": "Coverage of social insurance programs (% of population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "allsi.gen_pop", "name": "Generosity of social insurance programs (% of total welfare of beneficiary households)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "allsp.bi_q1", "name": "Benefit incidence of social protection and labor programs to poorest quintile (% of total SPL benefits)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "allsp.cov_pop", "name": "Coverage of social protection and labor programs (% of population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "allsp.gen_pop", "name": "Generosity of social protection and labor programs (% of total welfare of beneficiary households)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "B1", "name": "041.Herfindahl-Hirschman Index", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B2i", "name": "042.Share of top 1% Exporters in TEV (Total Export Value)", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B2ii", "name": "043.Share of top 5% Exporters in TEV (Total Export Value)", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B2iii", "name": "044.Share of top 25% Exporters in TEV (Total Export Value)", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B3i", "name": "045.Number of HS6 Products per Exporter: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B3ii", "name": "046.Number of HS6 Products per Exporter: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B3iii", "name": "047.Number of HS6 Products per Exporter: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B4i", "name": "048.Number of Destinations per Exporter: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B4ii", "name": "049.Number of Destinations per Exporter: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B4iii", "name": "050.Number of Destinations per Exporter: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B5i", "name": "051.Number of Exporters per HS6 Product: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B5ii", "name": "052.Number of Exporters per HS6 Product: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B5iii", "name": "053.Number of Exporters per HS6 Product: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B6i", "name": "054.Number of Exporters per Destination: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B6ii", "name": "055.Number of Exporters per Destination: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "B6iii", "name": "056.Number of Exporters per Destination: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "BAR.NOED.1519.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15-19 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15-19 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.1519.ZS", "name": "Barro-Lee: Percentage of population age 15-19 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15-19 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.15UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15+ with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15+ with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.15UP.ZS", "name": "Barro-Lee: Percentage of population age 15+ with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15+ with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.2024.FE.ZS", "name": "Barro-Lee: Percentage of female population age 20-24 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 20-24 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.2024.ZS", "name": "Barro-Lee: Percentage of population age 20-24 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 20-24 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.2529.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25-29 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25-29 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.2529.ZS", "name": "Barro-Lee: Percentage of population age 25-29 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25-29 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.25UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25+ with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25+ with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.25UP.ZS", "name": "Barro-Lee: Percentage of population age 25+ with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25+ with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.3034.FE.ZS", "name": "Barro-Lee: Percentage of female population age 30-34 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 30-34 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.3034.ZS", "name": "Barro-Lee: Percentage of population age 30-34 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 30-34 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.3539.FE.ZS", "name": "Barro-Lee: Percentage of female population age 35-39 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 35-39 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.3539.ZS", "name": "Barro-Lee: Percentage of population age 35-39 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 35-39 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.4044.FE.ZS", "name": "Barro-Lee: Percentage of female population age 40-44 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 40-44 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.4044.ZS", "name": "Barro-Lee: Percentage of population age 40-44 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 40-44 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.4549.FE.ZS", "name": "Barro-Lee: Percentage of female population age 45-49 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 45-49 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.4549.ZS", "name": "Barro-Lee: Percentage of population age 45-49 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 45-49 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.5054.FE.ZS", "name": "Barro-Lee: Percentage of female population age 50-54 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 50-54 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.5054.ZS", "name": "Barro-Lee: Percentage of population age 50-54 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 50-54 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.5559.FE.ZS", "name": "Barro-Lee: Percentage of female population age 55-59 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 55-59 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.5559.ZS", "name": "Barro-Lee: Percentage of population age 55-59 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 55-59 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.6064.FE.ZS", "name": "Barro-Lee: Percentage of female population age 60-64 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 60-64 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.6064.ZS", "name": "Barro-Lee: Percentage of population age 60-64 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 60-64 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.NOED.6569.FE.ZS", "name": "Barro-Lee: Percentage of female population age 65-69 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 65-69 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.NOED.6569.ZS", "name": "Barro-Lee: Percentage of population age 65-69 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 65-69 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.NOED.7074.FE.ZS", "name": "Barro-Lee: Percentage of female population age 70-74 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 70-74 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.NOED.7074.ZS", "name": "Barro-Lee: Percentage of population age 70-74 with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 70-74 with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.NOED.75UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 75+ with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 75+ with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.NOED.75UP.ZS", "name": "Barro-Lee: Percentage of population age 75+ with no education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 75+ with no education", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.POP.1519", "name": "Barro-Lee: Population in thousands, age 15-19, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 15-19, total is the total population of 15-19 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.1519.FE", "name": "Barro-Lee: Population in thousands, age 15-19, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 15-19, female is the female population of 15-19 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.15UP", "name": "Barro-Lee: Population in thousands, age 15+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 15+, total is the total population over age 15 in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.15UP.FE", "name": "Barro-Lee: Population in thousands, age 15+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 15+, female is the female population over age 15 in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.2024", "name": "Barro-Lee: Population in thousands, age 20-24, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 20-24, total is the total population of 20-24 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.2024.FE", "name": "Barro-Lee: Population in thousands, age 20-24, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 20-24, female is the female population of 20-24 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.2529", "name": "Barro-Lee: Population in thousands, age 25-29, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 25-29, total is the total population of 25-29 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.2529.FE", "name": "Barro-Lee: Population in thousands, age 25-29, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 25-29, female is the female population of 25-29 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.25UP", "name": "Barro-Lee: Population in thousands, age 25+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 25+, total is the total population over age 25 in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.25UP.FE", "name": "Barro-Lee: Population in thousands, age 25+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 25+, female is the female population over age 25 in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.3034", "name": "Barro-Lee: Population in thousands, age 30-34, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 30-34, total is the total population of 30-34 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.3034.FE", "name": "Barro-Lee: Population in thousands, age 30-34, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 30-34, female is the female population of 30-34 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.3539", "name": "Barro-Lee: Population in thousands, age 35-39, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 35-39, total is the total population of 35-39 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.3539.FE", "name": "Barro-Lee: Population in thousands, age 35-39, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 35-39, female is the female population of 35-39 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.4044", "name": "Barro-Lee: Population in thousands, age 40-44, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 40-44, total is the total population of 40-44 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.4044.FE", "name": "Barro-Lee: Population in thousands, age 40-44, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 40-44, female is the female population of 40-44 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.4549", "name": "Barro-Lee: Population in thousands, age 45-49, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 45-49, total is the total population of 45-49 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.4549.FE", "name": "Barro-Lee: Population in thousands, age 45-49, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 45-49, female is the female population of 45-49 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.5054", "name": "Barro-Lee: Population in thousands, age 50-54, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 50-54, total is the total population of 50-54 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.5054.FE", "name": "Barro-Lee: Population in thousands, age 50-54, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 50-54, female is the female population of 50-54 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.5559", "name": "Barro-Lee: Population in thousands, age 55-59, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 55-59, total is the total population of 55-59 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.5559.FE", "name": "Barro-Lee: Population in thousands, age 55-59, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 55-59, female is the female population of 55-59 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.6064", "name": "Barro-Lee: Population in thousands, age 60-64, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 60-64, total is the total population of 60-64 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.6064.FE", "name": "Barro-Lee: Population in thousands, age 60-64, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 60-64, female is the female population of 60-64 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.POP.6569", "name": "Barro-Lee: Population in thousands, age 65-69, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 65-69, total is the total population of 65-69 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.POP.6569.FE", "name": "Barro-Lee: Population in thousands, age 65-69, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 65-69, female is the female population of 65-69 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.POP.7074", "name": "Barro-Lee: Population in thousands, age 70-74, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 70-74, total is the total population of 70-74 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.POP.7074.FE", "name": "Barro-Lee: Population in thousands, age 70-74, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 70-74, female is the female population of 70-74 year olds in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.POP.75UP", "name": "Barro-Lee: Population in thousands, age 75+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 75+, total is the total population over age 75 in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.POP.75UP.FE", "name": "Barro-Lee: Population in thousands, age 75+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population in thousands, age 75+, female is the female population over age 75 in thousands estimated by Barro-Lee.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.CMPT.1519.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15-19 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15-19 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.1519.ZS", "name": "Barro-Lee: Percentage of population age 15-19 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15-19 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.15UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15+ with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15+ with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.15UP.ZS", "name": "Barro-Lee: Percentage of population age 15+ with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15+ with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.2024.FE.ZS", "name": "Barro-Lee: Percentage of female population age 20-24 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 20-24 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.2024.ZS", "name": "Barro-Lee: Percentage of population age 20-24 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 20-24 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.2529.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25-29 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25-29 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.2529.ZS", "name": "Barro-Lee: Percentage of population age 25-29 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25-29 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.25UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25+ with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25+ with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.25UP.ZS", "name": "Barro-Lee: Percentage of population age 25+ with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25+ with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.3034.FE.ZS", "name": "Barro-Lee: Percentage of female population age 30-34 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 30-34 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.3034.ZS", "name": "Barro-Lee: Percentage of population age 30-34 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 30-34 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.3539.FE.ZS", "name": "Barro-Lee: Percentage of female population age 35-39 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 35-39 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.3539.ZS", "name": "Barro-Lee: Percentage of population age 35-39 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 35-39 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.4044.FE.ZS", "name": "Barro-Lee: Percentage of female population age 40-44 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 40-44 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.4044.ZS", "name": "Barro-Lee: Percentage of population age 40-44 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 40-44 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.4549.FE.ZS", "name": "Barro-Lee: Percentage of female population age 45-49 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 45-49 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.4549.ZS", "name": "Barro-Lee: Percentage of population age 45-49 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 45-49 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.5054.FE.ZS", "name": "Barro-Lee: Percentage of female population age 50-54 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 50-54 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.5054.ZS", "name": "Barro-Lee: Percentage of population age 50-54 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 50-54 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.5559.FE.ZS", "name": "Barro-Lee: Percentage of female population age 55-59 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 55-59 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.5559.ZS", "name": "Barro-Lee: Percentage of population age 55-59 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 55-59 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.6064.FE.ZS", "name": "Barro-Lee: Percentage of female population age 60-64 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 60-64 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.6064.ZS", "name": "Barro-Lee: Percentage of population age 60-64 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 60-64 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.CMPT.6569.FE.ZS", "name": "Barro-Lee: Percentage of female population age 65-69 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 65-69 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.CMPT.6569.ZS", "name": "Barro-Lee: Percentage of population age 65-69 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 65-69 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.CMPT.7074.FE.ZS", "name": "Barro-Lee: Percentage of female population age 70-74 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 70-74 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.CMPT.7074.ZS", "name": "Barro-Lee: Percentage of population age 70-74 with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 70-74 with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.CMPT.75UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 75+ with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 75+ with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.CMPT.75UP.ZS", "name": "Barro-Lee: Percentage of population age 75+ with primary schooling. Completed Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 75+ with primary schooling. Completed Primary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.ICMP.1519.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15-19 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15-19 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.1519.ZS", "name": "Barro-Lee: Percentage of population age 15-19 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15-19 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.15UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15+ with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15+ with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.15UP.ZS", "name": "Barro-Lee: Percentage of population age 15+ with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15+ with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.2024.FE.ZS", "name": "Barro-Lee: Percentage of female population age 20-24 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 20-24 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.2024.ZS", "name": "Barro-Lee: Percentage of population age 20-24 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 20-24 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.2529.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25-29 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25-29 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.2529.ZS", "name": "Barro-Lee: Percentage of population age 25-29 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25-29 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.25UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25+ with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25+ with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.25UP.ZS", "name": "Barro-Lee: Percentage of population age 25+ with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25+ with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.3034.FE.ZS", "name": "Barro-Lee: Percentage of female population age 30-34 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 30-34 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.3034.ZS", "name": "Barro-Lee: Percentage of population age 30-34 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 30-34 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.3539.FE.ZS", "name": "Barro-Lee: Percentage of female population age 35-39 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 35-39 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.3539.ZS", "name": "Barro-Lee: Percentage of population age 35-39 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 35-39 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.4044.FE.ZS", "name": "Barro-Lee: Percentage of female population age 40-44 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 40-44 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.4044.ZS", "name": "Barro-Lee: Percentage of population age 40-44 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 40-44 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.4549.FE.ZS", "name": "Barro-Lee: Percentage of female population age 45-49 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 45-49 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.4549.ZS", "name": "Barro-Lee: Percentage of population age 45-49 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 45-49 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.5054.FE.ZS", "name": "Barro-Lee: Percentage of female population age 50-54 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 50-54 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.5054.ZS", "name": "Barro-Lee: Percentage of population age 50-54 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 50-54 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.5559.FE.ZS", "name": "Barro-Lee: Percentage of female population age 55-59 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 55-59 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.5559.ZS", "name": "Barro-Lee: Percentage of population age 55-59 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 55-59 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.6064.FE.ZS", "name": "Barro-Lee: Percentage of female population age 60-64 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 60-64 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.6064.ZS", "name": "Barro-Lee: Percentage of population age 60-64 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 60-64 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.ICMP.6569.FE.ZS", "name": "Barro-Lee: Percentage of female population age 65-69 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 65-69 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.ICMP.6569.ZS", "name": "Barro-Lee: Percentage of population age 65-69 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 65-69 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.ICMP.7074.FE.ZS", "name": "Barro-Lee: Percentage of female population age 70-74 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 70-74 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.ICMP.7074.ZS", "name": "Barro-Lee: Percentage of population age 70-74 with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 70-74 with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{}]}
{"id": "BAR.PRM.ICMP.75UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 75+ with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 75+ with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.ICMP.75UP.ZS", "name": "Barro-Lee: Percentage of population age 75+ with primary schooling. Total (Incomplete and Completed Primary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 75+ with primary schooling. Total (Incomplete and Completed Primary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.SCHL.1519", "name": "Barro-Lee: Average years of primary schooling, age 15-19, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 15-19, total is the average years of primary education completed among people age 15-19.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.1519.FE", "name": "Barro-Lee: Average years of primary schooling, age 15-19, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 15-19, female is the average years of primary education completed among females age 15-19.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.15UP", "name": "Barro-Lee: Average years of primary schooling, age 15+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 15+, total is the average years of primary education completed among people over age 15.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.15UP.FE", "name": "Barro-Lee: Average years of primary schooling, age 15+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 15+, female is the average years of primary education completed among females over age 15.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.2024", "name": "Barro-Lee: Average years of primary schooling, age 20-24, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 20-24, total is the average years of primary education completed among people age 20-24.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.2024.FE", "name": "Barro-Lee: Average years of primary schooling, age 20-24, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 20-24, female is the average years of primary education completed among females age 20-24.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.2529", "name": "Barro-Lee: Average years of primary schooling, age 25-29, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 25-29, total is the average years of primary education completed among people age 25-29.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.2529.FE", "name": "Barro-Lee: Average years of primary schooling, age 25-29, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 25-29, female is the average years of primary education completed among females age 25-29.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.25UP", "name": "Barro-Lee: Average years of primary schooling, age 25+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 25+, total is the average years of primary education completed among people over age 25.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.25UP.FE", "name": "Barro-Lee: Average years of primary schooling, age 25+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 25+, female is the average years of primary education completed among females over age 25.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.3034", "name": "Barro-Lee: Average years of primary schooling, age 30-34, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 30-34, total is the average years of primary education completed among people age 30-34.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.3034.FE", "name": "Barro-Lee: Average years of primary schooling, age 30-34, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 30-34, female is the average years of primary education completed among females age 30-34.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.3539", "name": "Barro-Lee: Average years of primary schooling, age 35-39, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 35-39, total is the average years of primary education completed among people age 35-39.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.3539.FE", "name": "Barro-Lee: Average years of primary schooling, age 35-39, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 35-39, female is the average years of primary education completed among females age 35-39.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.4044", "name": "Barro-Lee: Average years of primary schooling, age 40-44, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 40-44, total is the average years of primary education completed among people age 40-44.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.4044.FE", "name": "Barro-Lee: Average years of primary schooling, age 40-44, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 40-44, female is the average years of primary education completed among females age 40-44.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.4549", "name": "Barro-Lee: Average years of primary schooling, age 45-49, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 45-49, total is the average years of primary education completed among people age 45-49.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.4549.FE", "name": "Barro-Lee: Average years of primary schooling, age 45-49, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 45-49, female is the average years of primary education completed among females age 45-49.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.5054", "name": "Barro-Lee: Average years of primary schooling, age 50-54, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 50-54, total is the average years of primary education completed among people age 50-54.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.5054.FE", "name": "Barro-Lee: Average years of primary schooling, age 50-54, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 50-54, female is the average years of primary education completed among females age 50-54.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.5559", "name": "Barro-Lee: Average years of primary schooling, age 55-59, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 55-59, total is the average years of primary education completed among people age 55-59.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.5559.FE", "name": "Barro-Lee: Average years of primary schooling, age 55-59, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 55-59, female is the average years of primary education completed among females age 55-59.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.6064", "name": "Barro-Lee: Average years of primary schooling, age 60-64, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 60-64, total is the average years of primary education completed among people age 60-64.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.6064.FE", "name": "Barro-Lee: Average years of primary schooling, age 60-64, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 60-64, female is the average years of primary education completed among females age 60-64.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.PRM.SCHL.6569", "name": "Barro-Lee: Average years of primary schooling, age 65-69, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 65-69, total is the average years of primary education completed among people age 65-69.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.SCHL.6569.FE", "name": "Barro-Lee: Average years of primary schooling, age 65-69, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 65-69, female is the average years of primary education completed among females age 65-69.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.SCHL.7074", "name": "Barro-Lee: Average years of primary schooling, age 70-74, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 70-74, total is the average years of primary education completed among people age 70-74.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.SCHL.7074.FE", "name": "Barro-Lee: Average years of primary schooling, age 70-74, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 70-74, female is the average years of primary education completed among females age 70-74.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.SCHL.75UP", "name": "Barro-Lee: Average years of primary schooling, age 75+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 75+, total is the average years of primary education completed among people over age 75.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.SCHL.75UP.FE", "name": "Barro-Lee: Average years of primary schooling, age 75+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of primary schooling, 75+, female is the average years of primary education completed among females over age 75.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.PRM.UCMP.1519.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15-19 with primary schooling. Incomplete primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.1519.ZS", "name": "Barro-Lee: Percentage of population age 15-19 with primary schooling. Incomplete primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.2024.FE.ZS", "name": "Barro-Lee: Percentage of female population age 20-24 with primary schooling. Incomplete Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.2024.ZS", "name": "Barro-Lee: Percentage of population age 20-24 with primary schooling. Incomplete Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.2529.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25-29 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.2529.ZS", "name": "Barro-Lee: Percentage of population age 25-29 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.3034.FE.ZS", "name": "Barro-Lee: Percentage of female population age 30-34 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.3034.ZS", "name": "Barro-Lee: Percentage of population age 30-34 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.3539.FE.ZS", "name": "Barro-Lee: Percentage of female population age 35-39 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.3539.ZS", "name": "Barro-Lee: Percentage of population age 35-39 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.4044.FE.ZS", "name": "Barro-Lee: Percentage of female population age 40-44 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.4044.ZS", "name": "Barro-Lee: Percentage of population age 40-44 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.4549.FE.ZS", "name": "Barro-Lee: Percentage of female population age 45-49 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.4549.ZS", "name": "Barro-Lee: Percentage of population age 45-49 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.5054.FE.ZS", "name": "Barro-Lee: Percentage of female population age 50-54 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.5054.ZS", "name": "Barro-Lee: Percentage of population age 50-54 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.5559.FE.ZS", "name": "Barro-Lee: Percentage of female population age 55-59 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.5559.ZS", "name": "Barro-Lee: Percentage of population age 55-59 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.6064.FE.ZS", "name": "Barro-Lee: Percentage of female population age 60-64 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.6064.ZS", "name": "Barro-Lee: Percentage of population age 60-64 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.6569.FE.ZS", "name": "Barro-Lee: Percentage of female population age 65-69 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.PRM.UCMP.6569.ZS", "name": "Barro-Lee: Percentage of population age 65-69 with primary schooling. Incompleted Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SCHL.1519", "name": "Barro-Lee: Average years of total schooling, age 15-19, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 15-19, total is the average years of education completed among people age 15-19.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.1519.FE", "name": "Barro-Lee: Average years of total schooling, age 15-19, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 15-19, female is the average years of education completed among females age 15-19.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.15UP", "name": "Barro-Lee: Average years of total schooling, age 15+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 15+, total is the average years of education completed among people over age 15.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.15UP.FE", "name": "Barro-Lee: Average years of total schooling, age 15+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 15+, female is the average years of education completed among females over age 15.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.2024", "name": "Barro-Lee: Average years of total schooling, age 20-24, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 20-24, total is the average years of education completed among people age 20-24.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.2024.FE", "name": "Barro-Lee: Average years of total schooling, age 20-24, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 20-24, female is the average years of education completed among females age 20-24.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.2529", "name": "Barro-Lee: Average years of total schooling, age 25-29, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 25-29, total is the average years of education completed among people age 25-29.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.2529.FE", "name": "Barro-Lee: Average years of total schooling, age 25-29, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 25-29, female is the average years of education completed among females age 25-29.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.25UP", "name": "Barro-Lee: Average years of total schooling, age 25+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 25+, total is the average years of education completed among people over age 25.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.25UP.FE", "name": "Barro-Lee: Average years of total schooling, age 25+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 25+, female is the average years of education completed among females over age 25.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.3034", "name": "Barro-Lee: Average years of total schooling, age 30-34, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 30-34, total is the average years of education completed among people age 30-34.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.3034.FE", "name": "Barro-Lee: Average years of total schooling, age 30-34, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 30-34, female is the average years of education completed among females age 30-34.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.3539", "name": "Barro-Lee: Average years of total schooling, age 35-39, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 35-39, total is the average years of education completed among people age 35-39.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.3539.FE", "name": "Barro-Lee: Average years of total schooling, age 35-39, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 35-39, female is the average years of education completed among females age 35-39.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.4044", "name": "Barro-Lee: Average years of total schooling, age 40-44, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 40-44, total is the average years of education completed among people age 40-44.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.4044.FE", "name": "Barro-Lee: Average years of total schooling, age 40-44, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 40-44, female is the average years of education completed among females age 40-44.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.4549", "name": "Barro-Lee: Average years of total schooling, age 45-49, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 45-49, total is the average years of education completed among people age 45-49.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.4549.FE", "name": "Barro-Lee: Average years of total schooling, age 45-49, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 45-49, female is the average years of education completed among females age 45-49.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.5054", "name": "Barro-Lee: Average years of total schooling, age 50-54, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 50-54, total is the average years of education completed among people age 50-54.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.5054.FE", "name": "Barro-Lee: Average years of total schooling, age 50-54, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 50-54, female is the average years of education completed among females age 50-54.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.5559", "name": "Barro-Lee: Average years of total schooling, age 55-59, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 55-59, total is the average years of education completed among people age 55-59.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.5559.FE", "name": "Barro-Lee: Average years of total schooling, age 55-59, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 55-59, female is the average years of education completed among females age 55-59.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.6064", "name": "Barro-Lee: Average years of total schooling, age 60-64, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 60-64, total is the average years of education completed among people age 60-64.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.6064.FE", "name": "Barro-Lee: Average years of total schooling, age 60-64, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 60-64, female is the average years of education completed among females age 60-64.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SCHL.6569", "name": "Barro-Lee: Average years of total schooling, age 65-69, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 65-69, total is the average years of education completed among people age 65-69.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SCHL.6569.FE", "name": "Barro-Lee: Average years of total schooling, age 65-69, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 65-69, female is the average years of education completed among females age 65-69.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SCHL.7074", "name": "Barro-Lee: Average years of total schooling, age 70-74, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 70-74, total is the average years of education completed among people age 70-74.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SCHL.7074.FE", "name": "Barro-Lee: Average years of total schooling, age 70-74, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 70-74, female is the average years of education completed among females age 70-74.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SCHL.75UP", "name": "Barro-Lee: Average years of total schooling, age 75+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 75+, total is the average years of education completed among people over age 75.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SCHL.75UP.FE", "name": "Barro-Lee: Average years of total schooling, age 75+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of total schooling, 75+, female is the average years of education completed among females over age 75.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.CMPT.1519.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15-19 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15-19 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.1519.ZS", "name": "Barro-Lee: Percentage of population age 15-19 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15-19 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.15UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15+ with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15+ with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.15UP.ZS", "name": "Barro-Lee: Percentage of population age 15+ with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15+ with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.2024.FE.ZS", "name": "Barro-Lee: Percentage of female population age 20-24 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 20-24 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.2024.ZS", "name": "Barro-Lee: Percentage of population age 20-24 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 20-24 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.2529.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25-29 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25-29 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.2529.ZS", "name": "Barro-Lee: Percentage of population age 25-29 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25-29 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.25UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25+ with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25+ with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.25UP.ZS", "name": "Barro-Lee: Percentage of population age 25+ with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25+ with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.3034.FE.ZS", "name": "Barro-Lee: Percentage of female population age 30-34 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 30-34 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.3034.ZS", "name": "Barro-Lee: Percentage of population age 30-34 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 30-34 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.3539.FE.ZS", "name": "Barro-Lee: Percentage of female population age 35-39 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 35-39 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.3539.ZS", "name": "Barro-Lee: Percentage of population age 35-39 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 35-39 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.4044.FE.ZS", "name": "Barro-Lee: Percentage of female population age 40-44 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 40-44 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.4044.ZS", "name": "Barro-Lee: Percentage of population age 40-44 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 40-44 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.4549.FE.ZS", "name": "Barro-Lee: Percentage of female population age 45-49 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 45-49 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.4549.ZS", "name": "Barro-Lee: Percentage of population age 45-49 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 45-49 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.5054.FE.ZS", "name": "Barro-Lee: Percentage of female population age 50-54 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 50-54 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.5054.ZS", "name": "Barro-Lee: Percentage of population age 50-54 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 50-54 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.5559.FE.ZS", "name": "Barro-Lee: Percentage of female population age 55-59 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 55-59 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.5559.ZS", "name": "Barro-Lee: Percentage of population age 55-59 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 55-59 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.6064.FE.ZS", "name": "Barro-Lee: Percentage of female population age 60-64 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 60-64 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.6064.ZS", "name": "Barro-Lee: Percentage of population age 60-64 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 60-64 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.CMPT.6569.FE.ZS", "name": "Barro-Lee: Percentage of female population age 65-69 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 65-69 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.CMPT.6569.ZS", "name": "Barro-Lee: Percentage of population age 65-69 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 65-69 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.CMPT.7074.FE.ZS", "name": "Barro-Lee: Percentage of female population age 70-74 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 70-74 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.CMPT.7074.ZS", "name": "Barro-Lee: Percentage of population age 70-74 with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 70-74 with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.CMPT.75UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 75+ with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 75+ with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.CMPT.75UP.ZS", "name": "Barro-Lee: Percentage of population age 75+ with secondary schooling. Completed Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 75+ with secondary schooling. Completed Secondary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.ICMP.1519.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15-19 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15-19 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.1519.ZS", "name": "Barro-Lee: Percentage of population age 15-19 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15-19 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.15UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15+ with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15+ with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.15UP.ZS", "name": "Barro-Lee: Percentage of population age 15+ with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15+ with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.2024.FE.ZS", "name": "Barro-Lee: Percentage of female population age 20-24 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 20-24 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.2024.ZS", "name": "Barro-Lee: Percentage of population age 20-24 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 20-24 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.2529.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25-29 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25-29 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.2529.ZS", "name": "Barro-Lee: Percentage of population age 25-29 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25-29 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.25UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25+ with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25+ with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.25UP.ZS", "name": "Barro-Lee: Percentage of population age 25+ with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25+ with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.3034.FE.ZS", "name": "Barro-Lee: Percentage of female population age 30-34 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 30-34 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.3034.ZS", "name": "Barro-Lee: Percentage of population age 30-34 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 30-34 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.3539.FE.ZS", "name": "Barro-Lee: Percentage of female population age 35-39 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 35-39 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.3539.ZS", "name": "Barro-Lee: Percentage of population age 35-39 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 35-39 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.4044.FE.ZS", "name": "Barro-Lee: Percentage of female population age 40-44 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 40-44 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.4044.ZS", "name": "Barro-Lee: Percentage of population age 40-44 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 40-44 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.4549.FE.ZS", "name": "Barro-Lee: Percentage of female population age 45-49 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 45-49 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.4549.ZS", "name": "Barro-Lee: Percentage of population age 45-49 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 45-49 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.5054.FE.ZS", "name": "Barro-Lee: Percentage of female population age 50-54 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 50-54 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.5054.ZS", "name": "Barro-Lee: Percentage of population age 50-54 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 50-54 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.5559.FE.ZS", "name": "Barro-Lee: Percentage of female population age 55-59 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 55-59 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.5559.ZS", "name": "Barro-Lee: Percentage of population age 55-59 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 55-59 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.6064.FE.ZS", "name": "Barro-Lee: Percentage of female population age 60-64 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 60-64 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.6064.ZS", "name": "Barro-Lee: Percentage of population age 60-64 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 60-64 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.ICMP.6569.FE.ZS", "name": "Barro-Lee: Percentage of female population age 65-69 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 65-69 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.ICMP.6569.ZS", "name": "Barro-Lee: Percentage of population age 65-69 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 65-69 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.ICMP.7074.FE.ZS", "name": "Barro-Lee: Percentage of female population age 70-74 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 70-74 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.ICMP.7074.ZS", "name": "Barro-Lee: Percentage of population age 70-74 with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 70-74 with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.ICMP.75UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 75+ with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 75+ with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.ICMP.75UP.ZS", "name": "Barro-Lee: Percentage of population age 75+ with secondary schooling. Total (Incomplete and Completed Secondary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 75+ with secondary schooling. Total (Incomplete and Completed Secondary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.SCHL.1519", "name": "Barro-Lee: Average years of secondary schooling, age 15-19, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 15-19, total is the average years of secondary education completed among people age 15-19.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.1519.FE", "name": "Barro-Lee: Average years of secondary schooling, age 15-19, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 15-19, female is the average years of secondary education completed among females age 15-19.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.15UP", "name": "Barro-Lee: Average years of secondary schooling, age 15+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 15+, total is the average years of secondary education completed among people over age 15.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.15UP.FE", "name": "Barro-Lee: Average years of secondary schooling, age 15+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 15+, female is the average years of secondary education completed among females over age 15.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.2024", "name": "Barro-Lee: Average years of secondary schooling, age 20-24, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 20-24, total is the average years of secondary education completed among people age 20-24.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.2024.FE", "name": "Barro-Lee: Average years of secondary schooling, age 20-24, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 20-24, female is the average years of secondary education completed among females age 20-24.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.2529", "name": "Barro-Lee: Average years of secondary schooling, age 25-29, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 25-29, total is the average years of secondary education completed among people age 25-29.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.2529.FE", "name": "Barro-Lee: Average years of secondary schooling, age 25-29, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 25-29, female is the average years of secondary education completed among females age 25-29.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.25UP", "name": "Barro-Lee: Average years of secondary schooling, age 25+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 25+, total is the average years of secondary education completed among people over age 25.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.25UP.FE", "name": "Barro-Lee: Average years of secondary schooling, age 25+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 25+, female is the average years of secondary education completed among females over age 25.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.3034", "name": "Barro-Lee: Average years of secondary schooling, age 30-34, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 30-34, total is the average years of secondary education completed among people age 30-34.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.3034.FE", "name": "Barro-Lee: Average years of secondary schooling, age 30-34, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 30-34, female is the average years of secondary education completed among females age 30-34.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.3539", "name": "Barro-Lee: Average years of secondary schooling, age 35-39, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 35-39, total is the average years of secondary education completed among people age 35-39.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.3539.FE", "name": "Barro-Lee: Average years of secondary schooling, age 35-39, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 35-39, female is the average years of secondary education completed among females age 35-39.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.4044", "name": "Barro-Lee: Average years of secondary schooling, age 40-44, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 40-44, total is the average years of secondary education completed among people age 40-44.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.4044.FE", "name": "Barro-Lee: Average years of secondary schooling, age 40-44, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 40-44, female is the average years of secondary education completed among females age 40-44.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.4549", "name": "Barro-Lee: Average years of secondary schooling, age 45-49, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 45-49, total is the average years of secondary education completed among people age 45-49.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.4549.FE", "name": "Barro-Lee: Average years of secondary schooling, age 45-49, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 45-49, female is the average years of secondary education completed among females age 45-49.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.5054", "name": "Barro-Lee: Average years of secondary schooling, age 50-54, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 50-54, total is the average years of secondary education completed among people age 50-54.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.5054.FE", "name": "Barro-Lee: Average years of secondary schooling, age 50-54, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 50-54, female is the average years of secondary education completed among females age 50-54.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.5559", "name": "Barro-Lee: Average years of secondary schooling, age 55-59, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 55-59, total is the average years of secondary education completed among people age 55-59.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.5559.FE", "name": "Barro-Lee: Average years of secondary schooling, age 55-59, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 55-59, female is the average years of secondary education completed among females age 55-59.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.6064", "name": "Barro-Lee: Average years of secondary schooling, age 60-64, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 60-64, total is the average years of secondary education completed among people age 60-64.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.6064.FE", "name": "Barro-Lee: Average years of secondary schooling, age 60-64, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 60-64, female is the average years of secondary education completed among females age 60-64.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.SEC.SCHL.6569", "name": "Barro-Lee: Average years of secondary schooling, age 65-69, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 65-69, total is the average years of secondary education completed among people age 65-69.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.SCHL.6569.FE", "name": "Barro-Lee: Average years of secondary schooling, age 65-69, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 65-69, female is the average years of secondary education completed among females age 65-69.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.SCHL.7074", "name": "Barro-Lee: Average years of secondary schooling, age 70-74, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 70-74, total is the average years of secondary education completed among people age 70-74.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.SCHL.7074.FE", "name": "Barro-Lee: Average years of secondary schooling, age 70-74, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 70-74, female is the average years of secondary education completed among females age 70-74.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.SCHL.75UP", "name": "Barro-Lee: Average years of secondary schooling, age 75+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 75+, total is the average years of secondary education completed among people over age 75.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.SCHL.75UP.FE", "name": "Barro-Lee: Average years of secondary schooling, age 75+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of secondary schooling, 75+, female is the average years of secondary education completed among females over age 75.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.SEC.UCMP.1519.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15-19 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.1519.ZS", "name": "Barro-Lee: Percentage of population age 15-19 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.2024.FE.ZS", "name": "Barro-Lee: Percentage of female population age 20-24 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.2024.ZS", "name": "Barro-Lee: Percentage of population age 20-24 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.2529.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25-29 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.2529.ZS", "name": "Barro-Lee: Percentage of population age 25-29 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.3034.FE.ZS", "name": "Barro-Lee: Percentage of female population age 30-34 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.3034.ZS", "name": "Barro-Lee: Percentage of population age 30-34 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.3539.FE.ZS", "name": "Barro-Lee: Percentage of female population age 35-39 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.3539.ZS", "name": "Barro-Lee: Percentage of population age 35-39 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.4044.FE.ZS", "name": "Barro-Lee: Percentage of female population age 40-44 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.4044.ZS", "name": "Barro-Lee: Percentage of population age 40-44 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.4549.FE.ZS", "name": "Barro-Lee: Percentage of female population age 45-49 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.4549.ZS", "name": "Barro-Lee: Percentage of population age 45-49 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.5054.FE.ZS", "name": "Barro-Lee: Percentage of female population age 50-54 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.5054.ZS", "name": "Barro-Lee: Percentage of population age 50-54 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.5559.FE.ZS", "name": "Barro-Lee: Percentage of female population age 55-59 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.5559.ZS", "name": "Barro-Lee: Percentage of population age 55-59 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.6064.FE.ZS", "name": "Barro-Lee: Percentage of female population age 60-64 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.6064.ZS", "name": "Barro-Lee: Percentage of population age 60-64 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.6569.FE.ZS", "name": "Barro-Lee: Percentage of female population age 65-69 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.SEC.UCMP.6569.ZS", "name": "Barro-Lee: Percentage of population age 65-69 with secondary schooling. Incompleted Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.CMPT.1519.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15-19 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15-19 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.1519.ZS", "name": "Barro-Lee: Percentage of population age 15-19 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15-19 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.15UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15+ with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15+ with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.15UP.ZS", "name": "Barro-Lee: Percentage of population age 15+ with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15+ with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.2024.FE.ZS", "name": "Barro-Lee: Percentage of female population age 20-24 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 20-24 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.2024.ZS", "name": "Barro-Lee: Percentage of population age 20-24 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 20-24 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.2529.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25-29 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25-29 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.2529.ZS", "name": "Barro-Lee: Percentage of population age 25-29 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25-29 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.25UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25+ with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25+ with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.25UP.ZS", "name": "Barro-Lee: Percentage of population age 25+ with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25+ with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.3034.FE.ZS", "name": "Barro-Lee: Percentage of female population age 30-34 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 30-34 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.3034.ZS", "name": "Barro-Lee: Percentage of population age 30-34 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 30-34 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.3539.FE.ZS", "name": "Barro-Lee: Percentage of female population age 35-39 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 35-39 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.3539.ZS", "name": "Barro-Lee: Percentage of population age 35-39 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 35-39 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.4044.FE.ZS", "name": "Barro-Lee: Percentage of female population age 40-44 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 40-44 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.4044.ZS", "name": "Barro-Lee: Percentage of population age 40-44 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 40-44 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.4549.FE.ZS", "name": "Barro-Lee: Percentage of female population age 45-49 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 45-49 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.4549.ZS", "name": "Barro-Lee: Percentage of population age 45-49 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 45-49 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.5054.FE.ZS", "name": "Barro-Lee: Percentage of female population age 50-54 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 50-54 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.5054.ZS", "name": "Barro-Lee: Percentage of population age 50-54 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 50-54 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.5559.FE.ZS", "name": "Barro-Lee: Percentage of female population age 55-59 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 55-59 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.5559.ZS", "name": "Barro-Lee: Percentage of population age 55-59 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 55-59 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.6064.FE.ZS", "name": "Barro-Lee: Percentage of female population age 60-64 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 60-64 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.6064.ZS", "name": "Barro-Lee: Percentage of population age 60-64 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 60-64 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.CMPT.6569.FE.ZS", "name": "Barro-Lee: Percentage of female population age 65-69 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 65-69 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.CMPT.6569.ZS", "name": "Barro-Lee: Percentage of population age 65-69 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 65-69 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.CMPT.7074.FE.ZS", "name": "Barro-Lee: Percentage of female population age 70-74 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 70-74 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.CMPT.7074.ZS", "name": "Barro-Lee: Percentage of population age 70-74 with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 70-74 with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.CMPT.75UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 75+ with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 75+ with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.CMPT.75UP.ZS", "name": "Barro-Lee: Percentage of population age 75+ with tertiary schooling. Completed Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 75+ with tertiary schooling. Completed Tertiary", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.ICMP.1519.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15-19 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15-19 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.1519.ZS", "name": "Barro-Lee: Percentage of population age 15-19 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15-19 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.15UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 15+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.15UP.ZS", "name": "Barro-Lee: Percentage of population age 15+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 15+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.2024.FE.ZS", "name": "Barro-Lee: Percentage of female population age 20-24 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 20-24 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.2024.ZS", "name": "Barro-Lee: Percentage of population age 20-24 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 20-24 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.2529.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25-29 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25-29 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.2529.ZS", "name": "Barro-Lee: Percentage of population age 25-29 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25-29 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.25UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 25+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.25UP.ZS", "name": "Barro-Lee: Percentage of population age 25+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 25+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.3034.FE.ZS", "name": "Barro-Lee: Percentage of female population age 30-34 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 30-34 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.3034.ZS", "name": "Barro-Lee: Percentage of population age 30-34 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 30-34 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.3539.FE.ZS", "name": "Barro-Lee: Percentage of female population age 35-39 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 35-39 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.3539.ZS", "name": "Barro-Lee: Percentage of population age 35-39 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 35-39 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.4044.FE.ZS", "name": "Barro-Lee: Percentage of female population age 40-44 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 40-44 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.4044.ZS", "name": "Barro-Lee: Percentage of population age 40-44 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 40-44 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.4549.FE.ZS", "name": "Barro-Lee: Percentage of female population age 45-49 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 45-49 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.4549.ZS", "name": "Barro-Lee: Percentage of population age 45-49 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 45-49 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.5054.FE.ZS", "name": "Barro-Lee: Percentage of female population age 50-54 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 50-54 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.5054.ZS", "name": "Barro-Lee: Percentage of population age 50-54 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 50-54 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.5559.FE.ZS", "name": "Barro-Lee: Percentage of female population age 55-59 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 55-59 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.5559.ZS", "name": "Barro-Lee: Percentage of population age 55-59 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 55-59 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.6064.FE.ZS", "name": "Barro-Lee: Percentage of female population age 60-64 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 60-64 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.6064.ZS", "name": "Barro-Lee: Percentage of population age 60-64 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 60-64 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.ICMP.6569.FE.ZS", "name": "Barro-Lee: Percentage of female population age 65-69 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 65-69 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.ICMP.6569.ZS", "name": "Barro-Lee: Percentage of population age 65-69 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 65-69 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.ICMP.7074.FE.ZS", "name": "Barro-Lee: Percentage of female population age 70-74 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 70-74 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.ICMP.7074.ZS", "name": "Barro-Lee: Percentage of population age 70-74 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 70-74 with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.ICMP.75UP.FE.ZS", "name": "Barro-Lee: Percentage of female population age 75+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female population age 75+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.ICMP.75UP.ZS", "name": "Barro-Lee: Percentage of population age 75+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of population age 75+ with tertiary schooling. Total (Incomplete and Completed Tertiary)", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.SCHL.1519", "name": "Barro-Lee: Average years of tertiary schooling, age 15-19, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 15-19, total is the average years of tertiary education completed among people age 15-19.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.1519.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 15-19, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 15-19, female is the average years of tertiary education completed among females age 15-19.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.15UP", "name": "Barro-Lee: Average years of tertiary schooling, age 15+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 15+, total is the average years of tertiary education completed among people over age 15.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.15UP.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 15+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 15+, female is the average years of tertiary education completed among females over age 15.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.2024", "name": "Barro-Lee: Average years of tertiary schooling, age 20-24, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 20-24, total is the average years of tertiary education completed among people age 20-24.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.2024.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 20-24, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 20-24, female is the average years of tertiary education completed among females age 20-24.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.2529", "name": "Barro-Lee: Average years of tertiary schooling, age 25-29, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 25-29, total is the average years of tertiary education completed among people age 25-29.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.2529.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 25-29, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 25-29, female is the average years of tertiary education completed among females age 25-29.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.25UP", "name": "Barro-Lee: Average years of tertiary schooling, age 25+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 25+, total is the average years of tertiary education completed among people over age 25.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.25UP.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 25+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 25+, female is the average years of tertiary education completed among females over age 25.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.3034", "name": "Barro-Lee: Average years of tertiary schooling, age 30-34, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 30-34, total is the average years of tertiary education completed among people age 30-34.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.3034.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 30-34, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 30-34, female is the average years of tertiary education completed among females age 30-34.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.3539", "name": "Barro-Lee: Average years of tertiary schooling, age 35-39, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 35-39, total is the average years of tertiary education completed among people age 35-39.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.3539.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 35-39, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 35-39, female is the average years of tertiary education completed among females age 35-39.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.4044", "name": "Barro-Lee: Average years of tertiary schooling, age 40-44, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 40-44, total is the average years of tertiary education completed among people age 40-44.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.4044.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 40-44, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 40-44, female is the average years of tertiary education completed among females age 40-44.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.4549", "name": "Barro-Lee: Average years of tertiary schooling, age 45-49, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 45-49, total is the average years of tertiary education completed among people age 45-49.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.4549.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 45-49, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 45-49, female is the average years of tertiary education completed among females age 45-49.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.5054", "name": "Barro-Lee: Average years of tertiary schooling, age 50-54, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 50-54, total is the average years of tertiary education completed among people age 50-54.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.5054.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 50-54, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 50-54, female is the average years of tertiary education completed among females age 50-54.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.5559", "name": "Barro-Lee: Average years of tertiary schooling, age 55-59, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 55-59, total is the average years of tertiary education completed among people age 55-59.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.5559.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 55-59, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 55-59, female is the average years of tertiary education completed among females age 55-59.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.6064", "name": "Barro-Lee: Average years of tertiary schooling, age 60-64, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 60-64, total is the average years of tertiary education completed among people age 60-64.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.6064.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 60-64, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 60-64, female is the average years of tertiary education completed among females age 60-64.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "BAR.TER.SCHL.6569", "name": "Barro-Lee: Average years of tertiary schooling, age 65-69, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 65-69, total is the average years of tertiary education completed among people age 65-69.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.SCHL.6569.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 65-69, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 65-69, female is the average years of tertiary education completed among females age 65-69.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.SCHL.7074", "name": "Barro-Lee: Average years of tertiary schooling, age 70-74, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 70-74, total is the average years of tertiary education completed among people age 70-74.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.SCHL.7074.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 70-74, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 70-74, female is the average years of tertiary education completed among females age 70-74.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.SCHL.75UP", "name": "Barro-Lee: Average years of tertiary schooling, age 75+, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 75+, total is the average years of tertiary education completed among people over age 75.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.SCHL.75UP.FE", "name": "Barro-Lee: Average years of tertiary schooling, age 75+, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of tertiary schooling, 75+, female is the average years of tertiary education completed among females over age 75.", "sourceOrganization": "Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/", "topics": []}
{"id": "BAR.TER.UCMP.1519.FE.ZS", "name": "Barro-Lee: Percentage of female population age 15-19 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.1519.ZS", "name": "Barro-Lee: Percentage of population age 15-19 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.2024.FE.ZS", "name": "Barro-Lee: Percentage of female population age 20-24 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.2024.ZS", "name": "Barro-Lee: Percentage of population age 20-24 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.2529.FE.ZS", "name": "Barro-Lee: Percentage of female population age 25-29 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.2529.ZS", "name": "Barro-Lee: Percentage of population age 25-29 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.3034.FE.ZS", "name": "Barro-Lee: Percentage of female population age 30-34 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.3034.ZS", "name": "Barro-Lee: Percentage of population age 30-34 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.3539.FE.ZS", "name": "Barro-Lee: Percentage of female population age 35-39 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.3539.ZS", "name": "Barro-Lee: Percentage of population age 35-39 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.4044.FE.ZS", "name": "Barro-Lee: Percentage of female population age 40-44 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.4044.ZS", "name": "Barro-Lee: Percentage of population age 40-44 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.4549.FE.ZS", "name": "Barro-Lee: Percentage of female population age 45-49 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.4549.ZS", "name": "Barro-Lee: Percentage of population age 45-49 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "BAR.TER.UCMP.5054.FE.ZS", "name": "Barro-Lee: Percentage of female population age 50-54 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.5054.ZS", "name": "Barro-Lee: Percentage of population age 50-54 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.5559.FE.ZS", "name": "Barro-Lee: Percentage of female population age 55-59 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.5559.ZS", "name": "Barro-Lee: Percentage of population age 55-59 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.6064.FE.ZS", "name": "Barro-Lee: Percentage of female population age 60-64 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.6064.ZS", "name": "Barro-Lee: Percentage of population age 60-64 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.6569.FE.ZS", "name": "Barro-Lee: Percentage of female population age 65-69 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BAR.TER.UCMP.6569.ZS", "name": "Barro-Lee: Percentage of population age 65-69 with tertiary schooling. Incompleted Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BG.GSR.NFSV.GD.ZS", "name": "Trade in services (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trade in services is the sum of service exports and imports divided by the value of GDP, all in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "BG.KAC.FNEI.GD.PP.ZS", "name": "Gross private capital flows (% of GDP, PPP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BG.KAC.FNEI.GD.ZS", "name": "Gross private capital flows (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BG.KLT.DINV.GD.PP.ZS", "name": "Gross foreign direct investment (% of GDP, PPP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BG.KLT.DINV.GD.ZS", "name": "Gross foreign direct investment (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.CA.PB.ZS", "name": "Core Public Administration workers, as a share of public formal employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.ED.PB.ZS", "name": "Education workers, as a share of public formal employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.HE.PB.ZS", "name": "Health workers, as a share of public formal employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.MW.PB.ZS", "name": "Medical workers, as a share of public formal employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.PB.ED.ZS", "name": "Public sector employment, as a share of formal employment, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.PB.HE.ZS", "name": "Public sector employment, as a share of formal employment, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.PB.MW.ZS", "name": "Public sector employment, as a share of formal employment, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.PB.PA.ZS", "name": "Public Administration workers, as a share of public formal employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.PB.PS.ZS", "name": "Public Safety workers, as a share of public formal employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.PB.TS.ZS", "name": "Public sector employment, as a share of formal employment, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.PB.ZS", "name": "Public sector employment, as a share of formal employment", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.SS.PB.ZS", "name": "Social Security workers, as a share of public formal employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.FRML.TS.PB.ZS", "name": "Teachers, as a share of public formal employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PUBS.FE.CK.ZS", "name": "Public sector female employment, as a share of paid employment by occupational group: Clerks", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PUBS.FE.ED.ZS", "name": "Public sector female employment, as a share of paid employment by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PUBS.FE.EO.ZS", "name": "Public sector female employment, as a share of paid employment by occupational group: Elementary workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PUBS.FE.HE.ZS", "name": "Public sector female employment, as a share of paid employment by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PUBS.FE.MW.ZS", "name": "Public sector female employment, as a share of paid employment by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PUBS.FE.PN.ZS", "name": "Public sector female employment, as a share of paid employment by occupational group: Professionals", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PUBS.FE.SN.ZS", "name": "Public sector female employment, as a share of paid employment by occupational group: Manager", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PUBS.FE.TN.ZS", "name": "Public sector female employment, as a share of paid employment by occupational group: Technicians", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PUBS.FE.TS.ZS", "name": "Public sector female employment, as a share of paid employment by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.CA.PB.ZS", "name": "Core Public Administration workers, as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.ED.PB.ZS", "name": "Education workers, as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.HE.PB.ZS", "name": "Health workers, as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.MW.PB.ZS", "name": "Medical workers, as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.CK.ZS", "name": "Public sector employment, as a share of paid employment, by occupational group: Clerks", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.ED.ZS", "name": "Public sector employment, as a share of paid employment, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.EO.ZS", "name": "Public sector employment, as a share of paid employment, by occupational group: Elementary workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.FE.ZS", "name": "Public sector employment, as a share of paid employment by gender: Female", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.HE.ZS", "name": "Public sector employment, as a share of paid employment, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.MA.ZS", "name": "Public sector employment, as a share of paid employment by gender: Male", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.MW.ZS", "name": "Public sector employment, as a share of paid employment, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.PA.ZS", "name": "Public Administration workers, as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.PN.ZS", "name": "Public sector employment, as a share of paid employment, by occupational group: Professionals", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.PS.ZS", "name": "Public Safety workers, as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.RU.ZS", "name": "Public sector employment, as a share of paid employment by location: Rural", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.SN.ZS", "name": "Public sector employment, as a share of paid employment, by occupational group: Manager", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.TN.ZS", "name": "Public sector employment, as a share of paid employment, by occupational group: Technicians", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.TS.ZS", "name": "Public sector employment, as a share of paid employment, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.UR.ZS", "name": "Public sector employment, as a share of paid employment by location: Urban", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.PB.ZS", "name": "Public sector employment, as a share of paid employment", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.SS.PB.ZS", "name": "Social Security workers, as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.PWRK.TS.PB.ZS", "name": "Teachers, as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.CA.PB.ZS", "name": "Core Public Administration workers, as a share of public total employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.ED.PB.ZS", "name": "Education workers, as a share of public total employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.HE.PB.ZS", "name": "Health workers, as a share of public total employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.MW.PB.ZS", "name": "Medical workers, as a share of public total employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.NO", "name": "Number of employed individuals", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.NO.CA", "name": "Number of employed employees, by industry: Core Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.NO.ED", "name": "Number of employed employees, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.NO.HE", "name": "Number of employed employees, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.NO.MW", "name": "Number of employed employees, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.NO.PA", "name": "Number of employed employees, by industry: Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.NO.PS", "name": "Number of employed employees, by industry: Public Safety", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.NO.SS", "name": "Number of employed employees, by industry: Social Security", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.NO.TS", "name": "Number of employed employees, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.CK.ZS", "name": "Public sector employment, as a share of total employment, by occupational group: Clerks", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.ED.ZS", "name": "Public sector employment, as a share of total employment, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.EO.ZS", "name": "Public sector employment, as a share of total employment, by occupationa group: Elementary workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.FE.ZS", "name": "Public sector employment, as a share of total employment by gender: Female", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.HE.ZS", "name": "Public sector employment, as a share of total employment, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.MA.ZS", "name": "Public sector employment, as a share of total employment by gender: Male", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.MW.ZS", "name": "Public sector employment, as a share of total employment, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.PA.ZS", "name": "Public Administration workers, as a share of public total employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.PN.ZS", "name": "Public sector employment, as a share of total employment, by occupational group: Professionals", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.PS.ZS", "name": "Public Safety workers, as a share of total public employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.RU.ZS", "name": "Public sector employment, as a share of total employment by location: Rural", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.SN.ZS", "name": "Public sector employment, as a share of total employment, by occupational group: Manager", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.TN.ZS", "name": "Public sector employment, as a share of total employment, by occupational group: Technicians", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.TS.ZS", "name": "Public sector employment, as a share of total employment, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.TT.ZS", "name": "Proportion of total employees with tertiary education working in public sector", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.UR.ZS", "name": "Public sector employment, as a share of total employment by location: Urban", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.PB.ZS", "name": "Public sector employment, as a share of total employment", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.SS.PB.ZS", "name": "Social Security workers, as a share of total public employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.EMP.TOTL.TS.PB.ZS", "name": "Teachers, as a share of public total employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.POP.TOTL.CV", "name": "Sample size", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.CA.MD", "name": "Median age of public paid employees, by industry: Core Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.CA.SM", "name": "Mean age of public paid employees, by industry: Core Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.ED.MD", "name": "Median age of public paid employees, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.ED.SM", "name": "Mean age of public paid employees, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.HE.MD", "name": "Median age of public paid employees, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.HE.SM", "name": "Mean age of public paid employees, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.MD", "name": "Median age of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.MW.MD", "name": "Median age of public paid employees, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.MW.SM", "name": "Mean age of public paid employees, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.PA.MD", "name": "Median age of public paid employees, by industry: Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "BI.PWK.AGES.PB.PA.SM", "name": "Mean age of public paid employees, by industry: Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.PS.MD", "name": "Median age of public paid employees, by industry: Public Safety", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.PS.SM", "name": "Mean age of public paid employees, by industry: Public Safety", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.SM", "name": "Mean age of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.SS.MD", "name": "Median age of public paid employees, by industry: Social Security", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.SS.SM", "name": "Mean age of public paid employees, by industry: Social Security", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.TS.MD", "name": "Median age of public paid employees, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PB.TS.SM", "name": "Mean age of public paid employees, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PV.ED.MD", "name": "Median age of private paid employees, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PV.ED.SM", "name": "Mean age of private paid employees, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PV.HE.MD", "name": "Median age of private paid employees, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PV.HE.SM", "name": "Mean age of private paid employees, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PV.MD", "name": "Median age of private paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PV.MW.MD", "name": "Median age of private paid employees, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PV.MW.SM", "name": "Mean age of private paid employees, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PV.SM", "name": "Mean age of private paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PV.TS.MD", "name": "Median age of private paid employees, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.AGES.PV.TS.SM", "name": "Mean age of private paid employees, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.GE.MD", "name": "Cross-country public sector pay comparison ratio, by occupation: Government economist (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.GE.SM", "name": "Cross-country public sector pay comparison ratio, by occupation: Government economist (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.HD.MD", "name": "Cross-country public sector pay comparison ratio, by occupation: Hospital doctor (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.HD.SM", "name": "Cross-country public sector pay comparison ratio, by occupation: Hospital doctor (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.HN.MD", "name": "Cross-country public sector pay comparison ratio, by occupation: Hospital nurse (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.HN.SM", "name": "Cross-country public sector pay comparison ratio, by occupation: Hospital nurse (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.JU.MD", "name": "Cross-country public sector pay comparison ratio, by occupation: Judge (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.JU.SM", "name": "Cross-country public sector pay comparison ratio, by occupation: Judge (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.PO.MD", "name": "Cross-country public sector pay comparison ratio, by occupation: Police officer (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.PO.SM", "name": "Cross-country public sector pay comparison ratio, by occupation: Police officer (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.PT.MD", "name": "Cross-country public sector pay comparison ratio, by occupation: Primary school teacher (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.PT.SM", "name": "Cross-country public sector pay comparison ratio, by occupation: Primary school teacher (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.SN.MD", "name": "Cross-country public sector pay comparison ratio, by occupation: Senior official (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.SN.SM", "name": "Cross-country public sector pay comparison ratio, by occupation: Senior official (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.ST.MD", "name": "Cross-country public sector pay comparison ratio, by occupation: Secondary school teacher (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.ST.SM", "name": "Cross-country public sector pay comparison ratio, by occupation: Secondary school teacher (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.UT.MD", "name": "Cross-country public sector pay comparison ratio, by occupation: University teacher (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.CMPA.UT.SM", "name": "Cross-country public sector pay comparison ratio, by occupation: University teacher (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.CK.FE.ZS", "name": "Females, as a share of private paid employees by occupational group: Clerks", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.CT.ZS", "name": "Share of private paid employees with a contract", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.EO.FE.ZS", "name": "Females, as a share of private paid employees by occupational group: Elementary occupation", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.FE.Q1.ZS", "name": "Females, as a share of private paid employees by wage quintile: Quintile 1", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.FE.Q2.ZS", "name": "Females, as a share of private paid employees by wage quintile: Quintile 2", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.FE.Q3.ZS", "name": "Females, as a share of private paid employees by wage quintile: Quintile 3", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.FE.Q4.ZS", "name": "Females, as a share of private paid employees by wage quintile: Quintile 4", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.FE.Q5.ZS", "name": "Females, as a share of private paid employees by wage quintile: Quintile 5", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.FE.ZS", "name": "Females, as a share of private paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.HS.ZS", "name": "Share of private paid employees with health insurance", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.NN.ZS", "name": "Individuals with no education as a share of private paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.PN.FE.ZS", "name": "Females, as a share of private paid employees by occupational group: Professionals", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.PR.ZS", "name": "Individuals with primary education as a share of private paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.RU.ZS", "name": "Rural residents, as a share of private paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.SG.ZS", "name": "Individuals with secondary education as a share of private paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.SN.FE.ZS", "name": "Females, as a share of private paid employees by occupational group: Managers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.SY.ZS", "name": "Share of private paid employees with social security", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.TN.FE.ZS", "name": "Females, as a share of private paid employees by occupational group: Technicians", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.TT.ED.ZS", "name": "Individuals with tertiary education as a share of private paid employees, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.TT.HE.ZS", "name": "Individuals with tertiary education as a share of private paid employees, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.TT.MW.ZS", "name": "Individuals with tertiary Education as a share of private paid employees, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.TT.TS.ZS", "name": "Individuals with tertiary Education as a share of private paid employees, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.TT.ZS", "name": "Individuals with tertiary education as a share of private paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PRVS.UM.ZS", "name": "Share of private paid employees with union membership", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.CA.FE.ZS", "name": "Females, as a share of public paid employees by industry: Core Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.CK.FE.ZS", "name": "Females, as a share of public paid employees by occupational group: Clerks", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.CT.ZS", "name": "Share of public paid employees with a contract", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.ED.FE.ZS", "name": "Females, as a share of public paid employees by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.EO.FE.ZS", "name": "Females, as a share of public paid employees by occupational group: Elementary occupation", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.FE.Q1.ZS", "name": "Females, as a share of public paid employees by wage quintile: Quintile 1", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.FE.Q2.ZS", "name": "Females, as a share of public paid employees by wage quintile: Quintile 2", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.FE.Q3.ZS", "name": "Females, as a share of public paid employees by wage quintile: Quintile 3", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.FE.Q4.ZS", "name": "Females, as a share of public paid employees by wage quintile: Quintile 4", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.FE.Q5.ZS", "name": "Females, as a share of public paid employees by wage quintile: Quintile 5", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "BI.PWK.PUBS.HE.FE.ZS", "name": "Females, as a share of public paid employees by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.HS.ZS", "name": "Share of public paid employees with health insurance", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.MW.FE.ZS", "name": "Females, as a share of public paid employees by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.NN.ZS", "name": "Individuals with no education as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "BI.PWK.PUBS.NO.CA", "name": "Number of public paid employees, by industry: Core Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.NO.ED", "name": "Number of public paid employees, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.NO.HE", "name": "Number of public paid employees, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.NO.MW", "name": "Number of public paid employees, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.NO.PA", "name": "Number of public paid employees, by industry: Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.NO.PS", "name": "Number of public paid employees, by industry: Public Safety", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.NO.SS", "name": "Number of public paid employees, by industry: Social Security", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.NO.TS", "name": "Number of public paid employees, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.PA.FE.ZS", "name": "Females, as a share of public paid employees by industry: Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.PN.FE.ZS", "name": "Females, as a share of public paid employees by occupational group: Professionals", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.PR.ZS", "name": "Individuals with primary education as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.PS.FE.ZS", "name": "Females, as a share of public paid employees by industry: Public Safety", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.RU.CA.ZS", "name": "Rural residents, as a share of public paid employees, by industry: Core Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.RU.ED.ZS", "name": "Rural residents, as a share of public paid employees, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.RU.HE.ZS", "name": "Rural residents, as a share of public paid employees, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.RU.MW.ZS", "name": "Rural residents, as a share of public paid employees, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.RU.PA.ZS", "name": "Rural residents, as a share of public paid employees, by industry: Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.RU.PS.ZS", "name": "Rural residents, as a share of public paid employees, by industry: Public Safety", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.RU.SS.ZS", "name": "Rural residents, as a share of public paid employees, by industry: Social Security", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.RU.TS.ZS", "name": "Rural residents, as a share of public paid employees, by industry: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.RU.ZS", "name": "Rural residents, as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.SG.ZS", "name": "Individuals with secondary education as a share of public paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.SN.FE.ZS", "name": "Females, as a share of public paid employees by occupational group: Managers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.SS.FE.ZS", "name": "Females, as a share of public paid employees by industry: Social Security", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "BI.PWK.PUBS.SY.ZS", "name": "Share of public paid employees with social security", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.TN.FE.ZS", "name": "Females, as a share of public paid employees by occupational group: Technicians", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.TS.FE.ZS", "name": "Females, as a share of public paid employees by industry: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.TT.CA.ZS", "name": "Individuals with tertiary Education as a share of public paid employees, by industry: Core Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.TT.ED.ZS", "name": "Individuals with tertiary education as a share of public paid employees, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.TT.HE.ZS", "name": "Individuals with tertiary education as a share of public paid employees, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.TT.MW.ZS", "name": "Individuals with tertiary Education as a share of public paid employees, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.TT.PA.ZS", "name": "Individuals with tertiary education as a share of public paid employees, by industry: Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.TT.PS.ZS", "name": "Individuals with tertiary Education as a share of public paid employees, by industry: Public Safety", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.TT.SS.ZS", "name": "Individuals with tertiary Education as a share of public paid employees, by industry: Social Security", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.PUBS.TT.TS.ZS", "name": "Individuals with tertiary Education as a share of public paid employees, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "BI.PWK.PUBS.UM.ZS", "name": "Share of public paid employees with union membership", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.TOTL.NO", "name": "Number of paid employees", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.TOTL.NO.CA", "name": "Number of paid employees, by industry: Core Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.TOTL.NO.ED", "name": "Number of paid employees, by industry: Education", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.TOTL.NO.HE", "name": "Number of paid employees, by industry: Health", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.TOTL.NO.MW", "name": "Number of paid employees, by occupation: Medical workers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.TOTL.NO.PA", "name": "Number of paid employees, by industry: Public Administration", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.TOTL.NO.PS", "name": "Number of paid employees, by industry: Public Safety", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.TOTL.NO.SS", "name": "Number of paid employees, by industry: Social Security", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.PWK.TOTL.NO.TS", "name": "Number of paid employees, by occupation: Teachers", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.CPRS.PB.GE.ZS", "name": "Pay compression ratio in public sector, by occupation: Government economist (clerk as reference)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.CPRS.PB.HD.ZS", "name": "Pay compression ratio in public sector, by occupation: Hospital doctor (clerk as reference)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.CPRS.PB.HN.ZS", "name": "Pay compression ratio in public sector, by occupation: Hospital nurse (clerk as reference)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.CPRS.PB.JU.ZS", "name": "Pay compression ratio in public sector, by occupation: Judge (clerk as reference)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.CPRS.PB.PO.ZS", "name": "Pay compression ratio in public sector, by occupation: Police officer (clerk as reference)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.CPRS.PB.PT.ZS", "name": "Pay compression ratio in public sector, by occupation: Primary school teacher (clerk as reference)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.CPRS.PB.SN.ZS", "name": "Pay compression ratio in public sector, by occupation: Senior officials (clerk as reference)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.CPRS.PB.ST.ZS", "name": "Pay compression ratio in public sector, by occupation: Secondary school teacher (clerk as reference)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.CPRS.PB.UT.ZS", "name": "Pay compression ratio in public sector, by occupation: University teacher (clerk as reference)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "BI.WAG.CPRS.PV.ZS", "name": "Pay compression ratio in private sector (ratio of 90th/10th percentile earners)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "BI.WAG.PREM.PB.FM.HE", "name": "P-Value: Gender wage premium in the public sector, by industry: Health (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.FM.PA", "name": "P-Value: Gender wage premium in the public sector, by industry: Public Administration (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.FM.PS", "name": "P-Value: Gender wage premium in the public sector, by industry: Public Safety (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.FM.SS", "name": "P-Value: Gender wage premium in the public sector, by industry: Social Security (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.GP", "name": "Public sector wage premium (compared to all private employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.HE.PE", "name": "P-Value: Public sector wage premium, by industry: Health (compared to all private employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.HE.WE", "name": "P-Value: Public sector wage premium, by industry: Health (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.MA", "name": "Public sector wage premium, by gender: Male (compared to all private employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.MA.ED", "name": "P-Value: Public sector wage premium for males, by industry: Education (compared to paid wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.MA.HE", "name": "P-Value: Public sector wage premium for males, by industry: Health (compared to paid wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.MA.MW", "name": "P-Value: Public sector wage premium for males, by occupation: Medical workers (compared to paid wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.MA.TS", "name": "P-Value: Public sector wage premium for males, by occupation: Teachers (compared to paid wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.MW.PE", "name": "P-Value: Public sector wage premium, by occupation: Medical workers (compared to all private employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.MW.WE", "name": "P-Value: Public sector wage premium, by occupation: Medical workers (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.NN", "name": "Public sector wage premium, by education level: No education (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.OC", "name": "P-Value: Public sector wage premium, by occupation (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.PN", "name": "Public sector wage premium, by occupational group: Professionals (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.PR", "name": "Public sector wage premium, by education level: Primary education (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.PV", "name": "P-Value: Public sector wage premium (compared to all private employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.SG", "name": "Public sector wage premium, by education level: Secondary education (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.SN", "name": "Public sector wage premium, by occupational group: Managers (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.TN", "name": "Public sector wage premium, by occupational group: Technicians (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.TS.PE", "name": "P-Value: Public sector wage premium, by occupation: Teacher (compared to all private employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.TS.WE", "name": "P-Value: Public sector wage premium, by occupation: Teacher (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PB.TT", "name": "Public sector wage premium, by education level: Tertiary education (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PV.FM.ED", "name": "P-Value: Gender wage premium in the private sector, by industry: Education (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PV.FM.HE", "name": "P-Value: Gender wage premium in the private sector, by industry: Health (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PV.FM.MW", "name": "P-Value: Gender wage premium in the private sector, by occupation: Medical workers (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.PV.FM.TS", "name": "P-Value: Gender wage premium in the private sector, by occupation: Teachers (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.TS.PE", "name": "Public sector wage premium, by occupation: Teacher (compared to all private employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PREM.TS.WE", "name": "Public sector wage premium, by occupation: Teacher (compared to formal wage employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PRVS.ED.FM", "name": "Gender wage premium in the private sector, by industry: Education (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PRVS.FM.MD", "name": "Female to male wage ratio in the private sector (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PRVS.FM.SM", "name": "Female to male wage ratio in the private sector (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PRVS.HE.FM", "name": "Gender wage premium in the private sector, by industry: Health (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PRVS.MW.FM", "name": "Gender wage premium in the private sector, by occupation: Medical workers (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PRVS.PN", "name": "Relative wage of Professionals (using clerk as reference) in private sector", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PRVS.SN", "name": "Relative wage of Managers (using clerk as reference) in private sector", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "BI.WAG.PRVS.TN", "name": "Relative wage of Technicians (using clerk as reference) in private sector", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PRVS.TS.FM", "name": "Gender wage premium in the private sector, by occupation: Teachers (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.CA.FM", "name": "Gender wage premium in the public sector, by industry: Core Public Administration (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.ED.FM", "name": "Gender wage premium in the public sector, by industry: Education (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.FM.MD", "name": "Female to male wage ratio in the public sector (using median)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.FM.SM", "name": "Female to male wage ratio in the public sector (using mean)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.HE.FM", "name": "Gender wage premium in the public sector, by industry: Health (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.PA.FM", "name": "Gender wage premium in the public sector, by industry: Public Administration (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.PN", "name": "Relative wage of Professionals (using clerk as reference) in public sector", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.PS.FM", "name": "Gender wage premium in the public sector, by industry: Public Safety (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.SN", "name": "Relative wage of Managers (using clerk as reference) in public sector", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.SS.FM", "name": "Gender wage premium in the public sector, by industry: Social Security (compared to male paid employees)", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.PUBS.TN", "name": "Relative wage of Technicians (using clerk as reference) in public sector", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.TOTL.GD.ZS", "name": "Wage bill as a percentage of GDP", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BI.WAG.TOTL.PB.ZS", "name": "Wage bill as a percentage of Public Expenditure", "unit": "", "source": {"id": "64", "value": "Worldwide Bureaucracy Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BM.AG.AGR.TRAC.CD", "name": "Agricultural tractors, exports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year.  Data are in US$.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BM.AG.AGR.TRAC.NO", "name": "Agricultural tractors, exports", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BM.AG.CREL.CD", "name": "Cereal exports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded. ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BM.AG.CREL.MT", "name": "Cereal exports quantity (FAO, tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded. ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BM.AG.FRST.CD", "name": "Forest products imports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Forest products imports.  Data are in current U.S. dollars. ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BM.AG.HZ.PEST.CD", "name": "Hazardous pesticides imports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Pesticides refer to insecticides, fungicides, herbicides, disinfectants and any substance or mixture of substances intended for preventing, destroying or controlling any pest, including vectors of human or animal disease, unwanted species of plants or animals causing harm during or otherwise interfering with the production, processing, storage, transport or marketing of food, agricultural commodities, wood and wood products or animal feedstuffs, or substances which may be administered to animals for the control of insects, arachnids or other pests in or on their bodies.  The term includes substances intended for use as a plant growth regulator, defoliant, desiccant or agent for thinning fruit or preventing the premature fall of fruit, and substances applied to crops either before or after harvest to protect the commodity from deterioration during storage and transport.  Pesticide trade is the value of trade covering insecticides, fungicides, herbicides, disinfectants and others, as described by the Harmonised Coding System (HS) code 3808.  Differences between figures given for total exports and total imports at the world level may be due to several factors, e.g. the time lag between the dispatch of goods from exporting country and their arrival in the importing country; the use of different classification of the same product by different countries; or the fact that some countries supply data on general trade while others give data on special trade.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BM.AG.PEST.CD", "name": "Pesticides imports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Pesticides refer to insecticides, fungicides, herbicides, disinfectants and any substance or mixture of substances intended for preventing, destroying or controlling any pest, including vectors of human or animal disease, unwanted species of plants or animals causing harm during or otherwise interfering with the production, processing, storage, transport or marketing of food, agricultural commodities, wood and wood products or animal feedstuffs, or substances which may be administered to animals for the control of insects, arachnids or other pests in or on their bodies. The term includes substances intended for use as a plant growth regulator, defoliant, desiccant or agent for thinning fruit or preventing the premature fall of fruit, and substances applied to crops either before or after harvest to protect the commodity from deterioration during storage and transport.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BM.FOD.AGRI.CD", "name": "Food imports excluding fish (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Food imports excludes fish.  Data are expressed in current U.S. dollar at cost-insurance-freight (cif) prices. Excludes fish. ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BM.GSR.AGRI.CD", "name": "Total agricultural imports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total agricultural imports are expressed in terms of value.  They cover all movements into the country of the commodity in question during the reference period. They include commercial trade, food aid granted on specific terms, donated quantities and estimates of unrecorded trade.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BM.GSR.CMCP.ZS", "name": "Communications, computer, etc. (% of service imports, BoP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Communications, computer, information, and other services cover international telecommunications; computer data; news-related service transactions between residents and nonresidents; construction services; royalties and license fees; miscellaneous business, professional, and technical services; personal, cultural, and recreational services; manufacturing services on physical inputs owned by others; and maintenance and repair services and government services not included elsewhere.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BM.GSR.COMM.CD", "name": "Communications services, imports (BoP, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BM.GSR.FCTY.CD", "name": "Primary income payments (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary income payments refer to employee compensation paid to nonresident workers and investment income (payments on direct investment, portfolio investment, other investments). Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BM.GSR.FINS.CD", "name": "Financial services, imports (BoP, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BM.GSR.FXAI.CD", "name": "Other income payments (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Other income payments. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "BM.GSR.GNFS.CD", "name": "Imports of goods and services (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Imports of goods and services comprise all transactions between residents of a country and the rest of the world involving a change of ownership from nonresidents to residents of general merchandise, nonmonetary gold, and services. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BM.GSR.INSF.ZS", "name": "Insurance and financial services (% of service imports, BoP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Insurance and financial services cover various types of insurance provided to nonresidents by resident insurance enterprises and vice versa, and financial intermediary and auxiliary services (except those of insurance enterprises and pension funds) exchanged between residents and nonresidents.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "BM.GSR.INSU.CD", "name": "Insurance services, imports (BoP, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BM.GSR.MRCH.CD", "name": "Goods imports (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Goods imports refer to all movable goods (including nonmonetary gold) involved in a change of ownership from nonresidents to residents. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BM.GSR.MRCH.ZS", "name": "Merchandise imports (BOP): percentage of GDP (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BM.GSR.NFSV.CD", "name": "Service imports (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Services refer to economic output of intangible commodities that may be produced, transferred, and consumed at the same time. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BM.GSR.OSRV.CD", "name": "Other services, imports (BoP, US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BM.GSR.ROYL.CD", "name": "Charges for the use of intellectual property, payments (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Charges for the use of intellectual property are payments and receipts between residents and nonresidents for the authorized use of proprietary rights (such as patents, trademarks, copyrights, industrial processes and designs including trade secrets, and franchises) and for the use, through licensing agreements, of produced originals or prototypes (such as copyrights on books and manuscripts, computer software, cinematographic works, and sound recordings) and related rights (such as for live performances and television, cable, or satellite broadcast). Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "14", "value": "Science & Technology "}]}
{"id": "BM.GSR.SERV.CD", "name": "Imports of  total services (Debit, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Imports of total services is calculated as the difference between imports of goods and services and merchandise imports. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "BM.GSR.TOTL.CD", "name": "Imports of goods, services and primary income (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Imports of goods, services and primary income is the sum of goods imports, service imports and primary income payments. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}, {"id": "21", "value": "Trade"}]}
{"id": "BM.GSR.TRAN.CD", "name": "Transport services, imports (BoP, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Transport covers all transport services (sea, air, land, internal waterway, pipeline, space and electricity transmission) performed by residents of one economy for those of another and involving the carriage of passengers, the movement of goods (freight), rental of carriers with crew, and related support and auxiliary services. Also included are postal and courier services. Excluded are freight insurance (included in insurance services); goods procured in ports by nonresident carriers (included in goods); maintenance and repairs on transport equipment (included in maintenance and repair services n.i.e.); and repairs of railway facilities, harbors, and airfield facilities (included in construction). Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BM.GSR.TRAN.ZS", "name": "Transport services (% of service imports, BoP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Transport covers all transport services (sea, air, land, internal waterway, pipeline, space and electricity transmission) performed by residents of one economy for those of another and involving the carriage of passengers, the movement of goods (freight), rental of carriers with crew, and related support and auxiliary services. Also included are postal and courier services. Excluded are freight insurance (included in insurance services); goods procured in ports by nonresident carriers (included in goods); maintenance and repairs on transport equipment (included in maintenance and repair services n.i.e.); and repairs of railway facilities, harbors, and airfield facilities (included in construction).", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BM.GSR.TRVL.CD", "name": "Travel services, imports (BoP, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Travel covers goods and services acquired from an economy by travelers for their own use during visits of less than one year in that economy for either business or personal purposes. Travel includes local transport (i.e., transport within the economy being visited and provided by a resident of that economy), but excludes international transport (which is included in passenger transport. Travel also excludes goods for resale, which are included in general merchandise. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BM.GSR.TRVL.ZS", "name": "Travel services (% of service imports, BoP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Travel covers goods and services acquired from an economy by travelers for their own use during visits of less than one year in that economy for either business or personal purposes. Travel includes local transport (i.e., transport within the economy being visited and provided by a resident of that economy), but excludes international transport (which is included in passenger transport. Travel also excludes goods for resale, which are included in general merchandise.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BM.KLT.DINV.CD", "name": "Foreign direct investment, net outflows by reporting economy (IMF-BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Foreign direct investment are the net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows net outflows of investment from the reporting economy to the rest of the world. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BM.KLT.DINV.CD.WD", "name": "Foreign direct investment, net outflows (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Foreign direct investment refers to direct investment equity flows in an economy. It is the sum of equity capital, reinvestment of earnings, and other capital. Direct investment is a category of cross-border investment associated with a resident in one economy having control or a significant degree of influence on the management of an enterprise that is resident in another economy. Ownership of 10 percent or more of the ordinary shares of voting stock is the criterion for determining the existence of a direct investment relationship. This series shows net outflows of investment from the reporting economy to the rest of the world. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments database, supplemented by data from the United Nations Conference on Trade and Development and official national sources.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}]}
{"id": "BM.KLT.DINV.GD.ZS", "name": "Foreign direct investment, net outflows (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Foreign direct investment are the net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows net outflows of investment from the reporting economy to the rest of the world and is divided by GDP.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and Balance of Payments databases, World Bank, International Debt Statistics, and World Bank and OECD GDP estimates.", "topics": []}
{"id": "BM.KLT.DINV.WD.GD.ZS", "name": "Foreign direct investment, net outflows (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Foreign direct investment refers to direct investment equity flows in an economy. It is the sum of equity capital, reinvestment of earnings, and other capital. Direct investment is a category of cross-border investment associated with a resident in one economy having control or a significant degree of influence on the management of an enterprise that is resident in another economy. Ownership of 10 percent or more of the ordinary shares of voting stock is the criterion for determining the existence of a direct investment relationship. This series shows net outflows of investment from the reporting economy to the rest of the world, and is divided by GDP.", "sourceOrganization": "International Monetary Fund, Balance of Payments database, supplemented by data from the United Nations Conference on Trade and Development and official national sources.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}]}
{"id": "BM.SVF.TOTL.CD", "name": "Factor Service Payments (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BM.SVN.TOTL.CD", "name": "Non-Factor Services Payments (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BM.TRF.CURR.CD", "name": "Current transfers, payments (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current transfers comprise transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BM.TRF.MGR.CD", "name": "Migrant remittance outflows (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Migrants\u2019 remittances are defined as the sum of worker\u2019s remittances,", "sourceOrganization": "World Bank staff estimates based on the International Monetary Fund's Balance of Payments Statistics Yearbook 2008.  ", "topics": []}
{"id": "BM.TRF.OFDC.CD", "name": "Official current transfers, payments (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BM.TRF.PRVT.CD", "name": "Secondary income, other sectors, payments (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary income refers to transfers recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BM.TRF.PWKR.CD", "name": "Workers' remittances, payments (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Workers' remittances are current transfers by migrants who are employed or intend to remain employed for more than a year in another economy in which they are considered residents. Some developing countries classify workers' remittances as a factor income receipt (and thus as a component of GNI). The World Bank adheres to international guidelines in defining GNI, and its classification of workers' remittances may therefore differ from national practices. This item shows payments by the reporting country. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BM.TRF.PWKR.CD.DT", "name": "Personal remittances, paid (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Personal remittances comprise personal transfers and compensation of employees. Personal transfers consist of all current transfers in cash or in kind made or received by resident households to or from nonresident households. Personal transfers thus include all current transfers between resident and nonresident individuals. Compensation of employees refers to the income of border, seasonal, and other short-term workers who are employed in an economy where they are not resident and of residents employed by nonresident entities. Data are the sum of two items defined in the sixth edition of the IMF's Balance of Payments Manual: personal transfers and compensation of employees. Data are in current U.S. dollars.", "sourceOrganization": "World Bank staff estimates based on IMF balance of payments data.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}]}
{"id": "BM.TRF.XOKA.CD", "name": "Private current transfers, payments (BoP, US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.CAB.FUND.CD", "name": "Current Acc. Bal. after Off. Transf. (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.CAB.IOTR.CD", "name": "Current Account Balance after off. trans. (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.CAB.XOKA.CD", "name": "Current account balance (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current account balance is the sum of net exports of goods and services, net primary income, and net secondary income. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "BN.CAB.XOKA.GD.ZS", "name": "Current account balance (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current account balance is the sum of net exports of goods and services, net primary income, and net secondary income.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BN.CAB.XOKA.GDP.ZS", "name": "Current account balance (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.CAB.XOKA.GN.ZS", "name": "Current account balance (% of GNP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current account balance is the sum of net exports of goods, services, net income, and net current transfers. Data are in current U.S. dollars.  Data are divided by GNP at market prices in U.S. dollars to facilitate comparison across economies. ", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BN.CAB.XOTR.CD", "name": "Current Acc. Bal. before Off. Transf.(US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.CAB.XOTR.ZS", "name": "Curr. acc. bal. before official transf. (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.CUR.ACTN.CD", "name": "Current Account Balance (IMF def)(US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.CUR.ACTX.CD", "name": "Total Deficit to be Financed (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.CUR.GDPM.ZS", "name": "Current account balance excluding net official capital grants (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current account balance is the sum of net exports of goods, services, net income, and net current transfers.  This is divided by GDP at market prices, with both series expressed in current U.S. dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "BN.DSR.UNPD.CD", "name": "Debt service not paid (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Debt service not paid (BoP, current US$). ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "BN.FAC.ARAC.CD", "name": "Debt Service not paid: Arrears Accumulation (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "In the standard presentation of the balance of payments, arrears of interest and amortization--amounts that are past due and unpaid--are recorded as if the amounts had been paid on schedule, and an offsetting entry is made to reflect the associated new, short-term commitments.  Data are in current US dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "BN.FIN.TOTL.CD", "name": "Net financial account (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The net financial account shows net acquisition and disposal of financial assets and liabilities. It measures how net lending to or borrowing from nonresidents is financed, and is conceptually equal to the sum of the balances on the current and capital accounts. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BN.FIN.TOTP.CD", "name": "Net private capital flows (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.GSR.FCTY.CD", "name": "Net primary income (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net primary income refers to receipts and payments of employee compensation paid to nonresident workers and investment income (receipts and payments on direct investment, portfolio investment, other investments, and receipts on reserve assets). Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BN.GSR.FCTY.CD.ZS", "name": "Net income (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net income refers to receipts and payments of employee compensation paid to nonresident workers and investment income (receipts and payments on direct investment, portfolio investment, other investments, and receipts on reserve assets). Income derived from the use of intangible assets is recorded under business services. Data are in current U.S. dollars. ", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files. World Bank GDP estimates are used for the denominator.", "topics": []}
{"id": "BN.GSR.GNFS.CD", "name": "Net trade in goods and services (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net trade in goods and services is derived by offsetting imports of goods and services against exports of goods and services. Exports and imports of goods and services comprise all transactions involving a change of ownership of goods and services between residents of one country and the rest of the world. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BN.GSR.MRCH.CD", "name": "Net trade in goods (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net trade in goods is the difference between exports and imports of goods. Trade in services is not included. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BN.KAC.EOMS.CD", "name": "Net errors and omissions (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net errors and omissions constitute a residual category needed to ensure that accounts in the balance of payments statement sum to zero. Net errors and omissions are derived as the balance on the financial account minus the balances on the current and capital accounts. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BN.KAC.FNEI.CD", "name": "Capital flows not elsewhere included (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This item comprises capital transactions not included elsewhere. Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "BN.KAC.OTHR.CD", "name": "Other capital flows, net (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The sum of short-term capital, net errors and omissions, and capital transactions not included elsewhere. Data denominated in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "BN.KAP.RSDL.CD", "name": "Other Capital Inflows (net) (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.KLT.DINV.CD", "name": "Foreign direct investment, net (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Foreign direct investment are the net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows total net FDI. In BPM6, financial account balances are calculated as the change in assets minus the change in liabilities. Net FDI outflows are assets and net FDI inflows are liabilities. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}]}
{"id": "BN.KLT.DINV.CD.DRS", "name": "Foreign direct investment, net inflows (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.KLT.DINV.CD.ZS", "name": "Foreign direct investment (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Foreign direct investment is net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows total net, that is, net FDI in the reporting economy from foreign sources less net FDI by the reporting economy to the rest of the world. Data are in current U.S. dollars.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "BN.KLT.DINV.DRS.GDI.ZS", "name": "Foreign direct investment, net inflows (% of GDI)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.KLT.DINV.DRS.GDP.ZS", "name": "Foreign direct investment, net inflows (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.KLT.NFLW.CD", "name": "Net long-term borrowing (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net long-term borrowing includes external debt disbursements less repayments due, plus other net long-term inflows. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BN.KLT.OINV.CD", "name": "Other net investment (BoP, US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.KLT.OTHR.CD", "name": "Other long-term inflows, net (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Other long-term capital comprises the difference between long-term capital, as defined for total long-term capital: excluding reserves and LCFAR, and the similar item reported in IMF balance of payments statistics. Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "BN.KLT.PRVT.CD", "name": "Private capital flows, total (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Private capital flows consist of net foreign direct investment and portfolio investment. Foreign direct investment is net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. The FDI included here is total net, that is, net FDI in the reporting economy from foreign sources less net FDI by the reporting economy to the rest of the world. Portfolio investment covers transactions in equity securities and debt securities. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BN.KLT.PRVT.CD.DT", "name": "Private capital flows, net total (DRS, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.KLT.PRVT.GD.ZS", "name": "Private capital flows, total (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Private capital flows consist of net foreign direct investment and portfolio investment. Foreign direct investment is net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. The FDI included here is total net, that is, net FDI in the reporting economy from foreign sources less net FDI by the reporting economy to the rest of the world. Portfolio investment covers transactions in equity securities and debt securities.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BN.KLT.PTXL.CD", "name": "Portfolio Investment, net (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Portfolio investment covers transactions in equity securities and debt securities. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}]}
{"id": "BN.KLT.RSDL.CD", "name": "Other Long-Term Inflows (net) (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.KLT.TOTL.CD", "name": "Net direct and portfolio investment (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.KLT.TOTX.CD", "name": "Long-Term Capital Inflow (net) (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.KLT.XRSL.CD", "name": "Long-Term Capital Inflow, net (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.PEF.TOTL.CD", "name": "Portfolio investment, equity (DRS, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.RES.4040.CD", "name": "Reserves and related items (BoP, US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.RES.INCL.CD", "name": "Reserves and related items (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Reserves and related items is the net change in a country's holdings of international reserves resulting from transactions on the current, capital, and financial accounts. Reserve assets are those external assets that are readily available to and controlled by monetary authorities for meeting balance of payments financing needs, and include holdings of monetary gold, special drawing rights (SDRs), reserve position in the International Monetary Fund (IMF), and other reserve assets. Also included are net credit and loans from the IMF (excluding reserve position) and total exceptional financing. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BN.RES.LFAR.CD", "name": "Change in Reserves (- = increase) (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.TRF.CURR.CD", "name": "Net secondary income (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary income refers to transfers recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BN.TRF.CURR.CD.ZS", "name": "Net current transfers (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files. World Bank GDP estimates are used for the denominator.", "topics": []}
{"id": "BN.TRF.KOGT.CD", "name": "Net capital account (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net capital account records acquisitions and disposals of nonproduced nonfinancial assets, such as land sold to embassies and sales of leases and licenses, as well as capital transfers, including government debt forgiveness. The use of the term capital account in this context is designed to be consistent with the System of National Accounts, which distinguishes between capital transactions and financial transactions. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BN.TRF.OFDC.CD", "name": "Official current transfers, net (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BN.TRF.OFFK.CD", "name": "Net Official Capital Grants (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.TRF.OFFN.CD", "name": "Official Transfers (net) (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.TRF.OFFT.CD", "name": "Official Transfers, net (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.TRF.PRVT.CD", "name": "Private current transfers, net (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BN.TRF.PWKR.CD", "name": "Workers' remittances, net (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Workers' remittances are current transfers by migrants who are employed or intend to remain employed for more than a year in another economy in which they are considered residents. Some developing countries classify workers' remittances as a factor income receipt (and thus as a component of GNI). The World Bank adheres to international guidelines in defining GNI, and its classification of workers' remittances may therefore differ from national practices. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BN.TRF.PWKR.CD.DT", "name": "Personal remittances, net (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Personal remittances comprise personal transfers and compensation of employees. Personal transfers consist of all current transfers in cash or in kind made or received by resident households to or from nonresident households. Personal transfers thus include all current transfers between resident and nonresident individuals. Compensation of employees refers to the income of border, seasonal, and other short-term workers who are employed in an economy where they are not resident and of residents employed by nonresident entities. Data are the sum of two items defined in the sixth edition of the IMF's Balance of Payments Manual: personal transfers and compensation of employees. Data are in current U.S. dollars.", "sourceOrganization": "World Bank staff estimates based on IMF balance of payments data.", "topics": []}
{"id": "BN.TRF.XOKA.CD", "name": "Private current transfers, net (BoP, US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BN.TRN.KOGT.CD", "name": "Grants (disbursements) from new commitments (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Grants (disbursements) from new commitments in current US dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "borrow.any", "name": "Borrowed any money (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.1", "name": "Borrowed any money, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.10", "name": "Borrowed any money, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.11", "name": "Borrowed any money, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.12", "name": "Borrowed any money, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.2", "name": "Borrowed any money, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.3", "name": "Borrowed any money, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.4", "name": "Borrowed any money, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.5", "name": "Borrowed any money, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.6", "name": "Borrowed any money, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.7", "name": "Borrowed any money, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.8", "name": "Borrowed any money, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "borrow.any.9", "name": "Borrowed any money, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "BPK.AUD.SUBN", "name": "BPK Audit Report on Sub-National Budget", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BPK - Indonesia Audit Board, Report", "topics": []}
{"id": "BX.AG.AGR.TRAC.CD", "name": "Agricultural tractors, imports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year.  Data are in US$.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BX.AG.AGR.TRAC.NO", "name": "Agricultural tractors, imports", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BX.AG.CREL.CD", "name": "Cereal imports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.  ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BX.AG.CREL.MT", "name": "Cereal imports quantity (FAO, tonnes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.  ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BX.AG.FRST.CD", "name": "Forest products exports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Forest products exports.  Data are in current U.S. dollars.  ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BX.AG.HZ.PEST.CD", "name": "Hazardous pesticides exports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Pesticides refer to insecticides, fungicides, herbicides, disinfectants and any substance or mixture of substances intended for preventing, destroying or controlling any pest, including vectors of human or animal disease, unwanted species of plants or animals causing harm during or otherwise interfering with the production, processing, storage, transport or marketing of food, agricultural commodities, wood and wood products or animal feedstuffs, or substances which may be administered to animals for the control of insects, arachnids or other pests in or on their bodies.  The term includes substances intended for use as a plant growth regulator, defoliant, desiccant or agent for thinning fruit or preventing the premature fall of fruit, and substances applied to crops either before or after harvest to protect the commodity from deterioration during storage and transport.  Pesticide trade is the value of trade covering insecticides, fungicides, herbicides, disinfectants and others, as described by the Harmonised Coding System (HS) code 3808.  Differences between figures given for total exports and total imports at the world level may be due to several factors, e.g. the time lag between the dispatch of goods from exporting country and their arrival in the importing country; the use of different classification of the same product by different countries; or the fact that some countries supply data on general trade while others give data on special trade.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BX.AG.PEST.CD", "name": "Pesticides exports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Pesticides trade refers to the value of all types of pesticides (put up in forms or packings for retail sale or as preparations or articles), provided to (exports) or received (imported) from the rest of the world. Differences between figures given for total exports and total imports at the world level may be due to several factors, e.g. the time lag between the dispatch of goods from exporting country and their arrival in the importing country; the use of different classification of the same product by different countries; or the fact that some countries supply data on general trade while others give data on special trade.  Pesticides refers to insecticides, fungicides, herbicides, disinfectants and any substance intended for preventing, destroying, attracting, repelling, or controlling any pest including unwanted species of plants or animals during the production, storage, transport, distribution, and processing of food, agricultural commodities, or animal feeds of which may be administered to animals for the control of ectoparasites. ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BX.FOD.AGRI.CD", "name": "Food exports excluding fish (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Food exports an are expressed in current U.S. dollars at free on board (fob) prices. Excludes fish.  ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BX.GRT.EXTA.CD.DT", "name": "Grants, excluding technical cooperation (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Grants are defined as legally binding commitments that obligate a specific value of funds available for disbursement for which there is no repayment requirement. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "BX.GRT.EXTA.CD.WD", "name": "Grants, excluding technical cooperation (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Grants are defined as legally binding commitments that obligate a specific value of funds available for disbursement for which there is no repayment requirement. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics, and OECD.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}, {"id": "2", "value": "Aid Effectiveness "}]}
{"id": "BX.GRT.TECH.CD.DT", "name": "Technical cooperation grants (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Technical cooperation grants include free-standing technical cooperation grants, which are intended to finance the transfer of technical and managerial skills or of technology for the purpose of building up general national capacity without reference to any specific investment projects; and investment-related technical cooperation grants, which are provided to strengthen the capacity to execute specific investment projects. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "BX.GRT.TECH.CD.WD", "name": "Technical cooperation grants (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Technical cooperation grants include free-standing technical cooperation grants, which are intended to finance the transfer of technical and managerial skills or of technology for the purpose of building up general national capacity without reference to any specific investment projects; and investment-related technical cooperation grants, which are provided to strengthen the capacity to execute specific investment projects. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics, and OECD.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}, {"id": "2", "value": "Aid Effectiveness "}]}
{"id": "BX.GSR.AGRI.CD", "name": "Total agricultural exports (FAO, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total agricultural imports are expressed in terms of value.  They cover all movements into the country of the commodity in question during the reference period. They include commercial trade, food aid granted on specific terms, donated quantities and estimates of unrecorded trade.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "BX.GSR.CCIS.CD", "name": "ICT service exports (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Information and communication technology service exports include computer and communications services (telecommunications and postal and courier services) and information services (computer data and news-related service transactions). Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "9", "value": "Infrastructure "}, {"id": "21", "value": "Trade"}]}
{"id": "BX.GSR.CCIS.ZS", "name": "ICT service exports (% of service exports, BoP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Information and communication technology service exports include computer and communications services (telecommunications and postal and courier services) and information services (computer data and news-related service transactions).", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "9", "value": "Infrastructure "}, {"id": "21", "value": "Trade"}]}
{"id": "BX.GSR.CMCP.ZS", "name": "Communications, computer, etc. (% of service exports, BoP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Communications, computer, information, and other services cover international telecommunications; computer data; news-related service transactions between residents and nonresidents; construction services; royalties and license fees; miscellaneous business, professional, and technical services; personal, cultural, and recreational services; manufacturing services on physical inputs owned by others; and maintenance and repair services and government services not included elsewhere.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BX.GSR.COMM.CD", "name": "Communications services, exports (BoP, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BX.GSR.FCTY.CD", "name": "Primary income receipts (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary income receipts refer to employee compensation paid to resident workers working abroad and investment income (receipts on direct investment, portfolio investment, other investments, and receipts on reserve assets). Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BX.GSR.FINS.CD", "name": "Financial services, exports (BoP, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BX.GSR.GNFS.CD", "name": "Exports of goods and services (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Exports of goods and services comprise all transactions between residents of a country and the rest of the world involving a change of ownership from residents to nonresidents of general merchandise, net exports of goods under merchanting, nonmonetary gold, and services. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BX.GSR.INCL.CD", "name": "Exports of goods, services, income and workers' remittances (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of goods and services are the total value of goods and services exported as well as income and workers' remittances received. Workers' remittances include compensation of employees. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BX.GSR.INSF.ZS", "name": "Insurance and financial services (% of service exports, BoP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Insurance and financial services cover various types of insurance provided to nonresidents by resident insurance enterprises and vice versa, and financial intermediary and auxiliary services (except those of insurance enterprises and pension funds) exchanged between residents and nonresidents.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "BX.GSR.INSU.CD", "name": "Insurance services, exports (BoP, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BX.GSR.MRCH.CD", "name": "Goods exports (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Goods exports refer to all movable goods (including nonmonetary gold and net exports of goods under merchanting) involved in a change of ownership from residents to nonresidents. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BX.GSR.MRCH.ZS", "name": "Merchandise exports (BOP): percentage of GDP (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BX.GSR.NFSV.CD", "name": "Service exports (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Services refer to economic output of intangible commodities that may be produced, transferred, and consumed at the same time. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BX.GSR.OSRV.CD", "name": "Other services, exports (BoP, US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BX.GSR.ROYL.CD", "name": "Charges for the use of intellectual property, receipts (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Charges for the use of intellectual property are payments and receipts between residents and nonresidents for the authorized use of proprietary rights (such as patents, trademarks, copyrights, industrial processes and designs including trade secrets, and franchises) and for the use, through licensing agreements, of produced originals or prototypes (such as copyrights on books and manuscripts, computer software, cinematographic works, and sound recordings) and related rights (such as for live performances and television, cable, or satellite broadcast). Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "14", "value": "Science & Technology "}]}
{"id": "BX.GSR.TOTL.CD", "name": "Exports of goods, services and primary income (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Exports of goods, services and primary income is the sum of goods exports, service exports and primary income receipts. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}, {"id": "21", "value": "Trade"}]}
{"id": "BX.GSR.TRAN.CD", "name": "Transport services, exports (BoP, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Transport covers all transport services (sea, air, land, internal waterway, pipeline, space and electricity transmission) performed by residents of one economy for those of another and involving the carriage of passengers, the movement of goods (freight), rental of carriers with crew, and related support and auxiliary services. Also included are postal and courier services. Excluded are freight insurance (included in insurance services); goods procured in ports by nonresident carriers (included in goods); maintenance and repairs on transport equipment (included in maintenance and repair services n.i.e.); and repairs of railway facilities, harbors, and airfield facilities (included in construction). Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BX.GSR.TRAN.ZS", "name": "Transport services (% of service exports, BoP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Transport covers all transport services (sea, air, land, internal waterway, pipeline, space and electricity transmission) performed by residents of one economy for those of another and involving the carriage of passengers, the movement of goods (freight), rental of carriers with crew, and related support and auxiliary services. Also included are postal and courier services. Excluded are freight insurance (included in insurance services); goods procured in ports by nonresident carriers (included in goods); maintenance and repairs on transport equipment (included in maintenance and repair services n.i.e.); and repairs of railway facilities, harbors, and airfield facilities (included in construction).", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BX.GSR.TRVL.CD", "name": "Travel services, exports (BoP, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Travel covers goods and services acquired from an economy by travelers for their own use during visits of less than one year in that economy for either business or personal purposes. Travel includes local transport (i.e., transport within the economy being visited and provided by a resident of that economy), but excludes international transport (which is included in passenger transport. Travel also excludes goods for resale, which are included in general merchandise. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BX.GSR.TRVL.ZS", "name": "Travel services (% of service exports, BoP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Travel covers goods and services acquired from an economy by travelers for their own use during visits of less than one year in that economy for either business or personal purposes. Travel includes local transport (i.e., transport within the economy being visited and provided by a resident of that economy), but excludes international transport (which is included in passenger transport. Travel also excludes goods for resale, which are included in general merchandise.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "BX.KLT.DINV.CD", "name": "Foreign direct investment, net inflows in reporting economy (IMF-BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Foreign direct investment is net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BX.KLT.DINV.CD.DT", "name": "Foreign direct investment, net inflows in reporting economy (DRS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Foreign direct investment (net) shows the net change in foreign investment in the reporting country. Foreign direct investment is defined as investment that is made to acquire a lasting management interest (usually of 10 percent of voting stock) in an enterprise operating in a country other than that of the investor (defined according to residency), the investor's purpose being an effective voice in the management of the enterprise. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows net inflows in the reporting economy. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments, supplemented by data from United Nations Conference on Trade and Development and official national sources. Data starting from 2005 are based the sixth edition of the IMF's Balance of Payments Manual (BPM6).", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "BX.KLT.DINV.CD.WD", "name": "Foreign direct investment, net inflows (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Foreign direct investment refers to direct investment equity flows in the reporting economy. It is the sum of equity capital, reinvestment of earnings, and other capital. Direct investment is a category of cross-border investment associated with a resident in one economy having control or a significant degree of influence on the management of an enterprise that is resident in another economy. Ownership of 10 percent or more of the ordinary shares of voting stock is the criterion for determining the existence of a direct investment relationship. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments database, supplemented by data from the United Nations Conference on Trade and Development and official national sources.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}, {"id": "20", "value": "External Debt"}]}
{"id": "BX.KLT.DINV.DT.GD.ZS", "name": "Foreign direct investment, net inflows (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BX.KLT.DINV.DT.GI.ZS", "name": "Foreign direct investment, net inflows (% of gross capital formation)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BX.KLT.DINV.WD.GD.ZS", "name": "Foreign direct investment, net inflows (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Foreign direct investment are the net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows net inflows (new investment inflows less disinvestment) in the reporting economy from foreign investors, and is divided by GDP.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and Balance of Payments databases, World Bank, International Debt Statistics, and World Bank and OECD GDP estimates.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}, {"id": "19", "value": "Climate Change"}]}
{"id": "BX.KLT.DREM.CD.DT", "name": "Primary income on FDI (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Primary income on foreign direct investment covers payments of direct investment income (debit side), which consist of income on equity (dividends, branch profits, and reinvested earnings) and income on the intercompany debt (interest). Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}, {"id": "20", "value": "External Debt"}]}
{"id": "BX.PEF.TOTL.CD", "name": "Portfolio investment, equity (DRS, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BX.PEF.TOTL.CD.DT", "name": "Portfolio investment, equity (DRS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Portfolio equity includes net inflows from equity securities other than those recorded as direct investment and including shares, stocks, depository receipts (American or global), and direct purchases of shares in local stock markets by foreign investors. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook. Data starting from 2005 are based the sixth edition of the IMF's Balance of Payments Manual (BPM6).", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "BX.PEF.TOTL.CD.WD", "name": "Portfolio equity, net inflows (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Portfolio equity includes net inflows from equity securities other than those recorded as direct investment and including shares, stocks, depository receipts (American or global), and direct purchases of shares in local stock markets by foreign investors. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments database, and World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}, {"id": "20", "value": "External Debt"}]}
{"id": "BX.SVF.TOTL.CD", "name": "Factor Service Receipts (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BX.SVN.TOTL.CD", "name": "Non-Factor Services Receipts (US$, BoP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "BX.TRF.CURR.CD", "name": "Secondary income receipts (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary income refers to transfers recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "BX.TRF.MGR.CD", "name": "Migrant remittance inflows (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Migrants\u2019 remittances are defined as the sum of worker\u2019s remittances,", "sourceOrganization": "World Bank staff estimates based on the International Monetary Fund's Balance of Payments Statistics Yearbook 2008.", "topics": []}
{"id": "BX.TRF.MGR.DT.GD.ZS", "name": "Migrant remittance inflows (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Migrants\u2019 remittances are defined as the sum of worker\u2019s remittances,", "sourceOrganization": "World Bank staff estimates based on the International Monetary Fund's Balance of Payments Statistics Yearbook 2008, and World Bank and OECD GDP estimates.", "topics": []}
{"id": "BX.TRF.OFDC.CD", "name": "Official current transfers, receipts (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BX.TRF.OFFT.CD", "name": "Official transfers, current and capital (Credit, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "BX.TRF.PRVT.CD", "name": "Private current transfers, receipts (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": []}
{"id": "BX.TRF.PWKR.CD", "name": "Personal transfers, receipts (BoP, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Personal transfers consist of all current transfers in cash or in kind made or received by resident households to or from nonresident households. Personal transfers thus include all current transfers between resident and nonresident individuals. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}]}
{"id": "BX.TRF.PWKR.CD.DT", "name": "Personal remittances, received (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Personal remittances comprise personal transfers and compensation of employees. Personal transfers consist of all current transfers in cash or in kind made or received by resident households to or from nonresident households. Personal transfers thus include all current transfers between resident and nonresident individuals. Compensation of employees refers to the income of border, seasonal, and other short-term workers who are employed in an economy where they are not resident and of residents employed by nonresident entities. Data are the sum of two items defined in the sixth edition of the IMF's Balance of Payments Manual: personal transfers and compensation of employees. Data are in current U.S. dollars.", "sourceOrganization": "World Bank staff estimates based on IMF balance of payments data.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}, {"id": "20", "value": "External Debt"}]}
{"id": "BX.TRF.PWKR.DT.GD.ZS", "name": "Personal remittances, received (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Personal remittances comprise personal transfers and compensation of employees. Personal transfers consist of all current transfers in cash or in kind made or received by resident households to or from nonresident households. Personal transfers thus include all current transfers between resident and nonresident individuals. Compensation of employees refers to the income of border, seasonal, and other short-term workers who are employed in an economy where they are not resident and of residents employed by nonresident entities. Data are the sum of two items defined in the sixth edition of the IMF's Balance of Payments Manual: personal transfers and compensation of employees.", "sourceOrganization": "World Bank staff estimates based on IMF balance of payments data, and World Bank and OECD GDP estimates.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}]}
{"id": "BX.TRF.PWKR.GD.ZS", "name": "Workers' remittances, receipts (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Workers' remittances are current transfers by migrants who are employed or intend to remain employed for more than a year in another economy in which they are considered residents. Some developing countries classify workers' remittances as a factor income receipt (and thus as a component of GNI). The World Bank adheres to international guidelines in defining GNI, and its classification of workers' remittances may therefore differ from national practices. This item shows receipts by the reporting country. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": []}
{"id": "BX.TRF.XOKA.CD", "name": "Private current transfers, receipts (BoP, US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C0.01", "name": "Region", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C0.02", "name": "Country ISO3", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C0.5a", "name": "Public comments", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C0.6a", "name": "Resource name", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C0.6b", "name": "Resource URL", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C1", "name": "057.Firm Entry Rate", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "C1.10", "name": "Membership in international organizations", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C1.11b", "name": "World Bank funding page", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C1.12", "name": "Gross domestic product (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C1.2", "name": "Population", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C1.4", "name": "Base currency", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C1.5", "name": "Conversion rate (from local currency to USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C1.6", "name": "Income level", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C1.7", "name": "Gross national income (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C1.8", "name": "Gross national income per capita", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C1.9", "name": "Percentage(%) of Gross Domestic Product as Public Procurement Expenditure", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2", "name": "058.Firm Exit Rate", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "C2.1", "name": "Name of Public Procurement Agency (PPA)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.2", "name": "PPA website", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "C2.3", "name": "Is PPA a Central Purchasing Body?", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.4a", "name": "Number of certified contracting officers (e.g. CIPS)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.4b", "name": "Contracting officers certification program", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.5a", "name": "Name of Central Purchasing Body (CPB)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.5b", "name": "Sectors covered by the CPB", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.5c", "name": "Name of relevant ministry", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.5d", "name": "Region covered by the CPB", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.5e", "name": "CPB website", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.6", "name": "Public procurement law", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7a", "name": "Total Cost of Ownership (TCO) law clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7b", "name": "Life Cycle Costing (LLC) law clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7c", "name": "Value for Money (VfM) law clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7d", "name": "Most Economically Advantageous Tender (MEAT) law clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7e", "name": "Sustainability law clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7f", "name": "Public Procurement Law requirement for awards to SMEs (Small and Medium-sized Enterprises) clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7g", "name": "Bid Securities and/or bid declaration clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7h", "name": "Public bid openings clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7i", "name": "Domestic preference clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7j", "name": "Complaint resolution period clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7ka", "name": "Standstill period for goods contracts regulation clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7kb", "name": "Standstill period for works contracts regulation clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7kc", "name": "Standstill period for services contacts regulation clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7la", "name": "Bid validity period of goods awards regulation clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7lb", "name": "Bid validity period of works awards regulation clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7lc", "name": "Bid validity period of services awards regulation clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7m", "name": "Contract award disclosure threshold clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7n", "name": "Tender threshold value", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7oa", "name": "Number of days for advertisement of goods awards clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7ob", "name": "Number of days for advertisement of works awards clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7oc", "name": "Number of days for advertisement of services awards clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7pa", "name": "Threshold value for direct contract awards of goods clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7pb", "name": "Threshold value for direct contract awards of works clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C2.7pc", "name": "Threshold value for direct contract awards of services clause", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3", "name": "059.Entrant 1st Year Survival Rate", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "C3.1a", "name": "eProcurement system name", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1b", "name": "eProcurement system website", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1c", "name": "eProcurement system launch date", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1d", "name": "eProcurement functionalities supported", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1e", "name": "eSignature functionalities", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1fa", "name": "eProcurement System used by the World Bank", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1fb", "name": "World Bank procurement method used for certification", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1g", "name": "eProcurement system supported by the World Bank", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1h", "name": "Supported language(s)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1i", "name": "Supported currencies", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1j", "name": "Applicable charges", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1k", "name": "eProcurement system custom vs Commercial Off the Shelf (COTS) vs. Open Source", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1l", "name": "Business model for eProcurement", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.1m", "name": "Website where eProcurement data are published as per Open Contracting Data Standard (OCDS) standard", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.2", "name": "Tender documents are downloadable", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.3", "name": "eProcurement assessments", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.4a", "name": "Percentage of value spent through the use of eProcurement over total value spent", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.4b", "name": "Percentage of number of transactions through the use of eProcurement over total number of transactions", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.5", "name": "Number of professionals certified on eProcurement systems", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.6a", "name": "Estimated annual savings value through the use of eProcurement (in USDs)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.6b", "name": "Percentage of savings value through the use of eProcurement over total cost estimate", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C3.6c", "name": "Methodology used in order to calculate savings value through the use of eProcurement", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4", "name": "060.Share of Entrants in TEV (Total Export Value)", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "C4.1", "name": "Common spend taxonomy used", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.10a", "name": "Average number of bidders per tender for goods contracts", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.10b", "name": "Average number of bidders per tender for works contracts", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.10c", "name": "Average number of bidders per tender for services contracts", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.11a", "name": "Number of accepted/justified complaints", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.11b", "name": "Number of rejected/unjustified complaints", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.11c", "name": "Number of complaints under investigation", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.12", "name": "Complaint resolution period (include average resolution time in days)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.13", "name": "Number of cancelled procurement procedures", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.14", "name": "Published public procurement annual reports", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.15", "name": "Procurement statistics", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.2a", "name": "Number of annual tenders", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.2b", "name": "Value of annual tenders (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.3a", "name": "Number of annual contracts", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.3b", "name": "Value of annual contracts (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.4a", "name": "Number of contract awards of goods", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.4b", "name": "Value of contracts awards of goods (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.4c", "name": "Number of contract awards of works", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.4d", "name": "Value of contracts awards of works (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.4e", "name": "Number of contract awards of services", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.4f", "name": "Value of contracts awards of services (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.5a", "name": "Number of domestic contract awards", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.5b", "name": "Value of domestic contract awards (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.5c", "name": "Number of international contract awards", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.5d", "name": "Value of international contract awards (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.6a", "name": "Number of open contract awards", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.6b", "name": "Value of open contract awards (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.6c", "name": "Number of direct contract awards", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.6d", "name": "Value of direct contract awards (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.7a", "name": "Number of awards to SMEs", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.7b", "name": "Value of awards to SMEs (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.8a", "name": "Number of contract awards under framework agreements", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.8b", "name": "Value of contract awards under framework agreements (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.9a", "name": "Number of contract awards evaluated based on MEAT", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.9b", "name": "Value of contract awards evaluated based on MEAT (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.9c", "name": "Number of contract awards evaluated based on Lowest Price method", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C4.9d", "name": "Value of contract awards evaluated based on Lowest Price method (in USD)", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C5", "name": "061.Entrant 2nd Year Survival Rate", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "C5.1", "name": "Number of days from advertisement to contract award", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C5.2", "name": "Average time for bid evaluation", "unit": "", "source": {"id": "82", "value": "Global Public Procurement"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "C6", "name": "062.Entrant 3rd Year Survival Rate", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "CC.ACLD.PRTS.NO", "name": "Total protests and riots since 2018", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ADPO.MAEX.AA", "name": "Additional population exposed to annual coastal floods due to sea level rise, as a share of actual population (%) - Min. exposure, 2100", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional population exposed to annual coastal floods due to sea level rise, as a share of actual population, is reported as a percentage and is reflective of the population in the year 2100, determined by the minimum exposure scenario (RCP26)", "sourceOrganization": "Kulp, S.A., Strauss, B.H. New elevation data triple estimates of global vulnerability to sea-level rise and coastal flooding. Nat Commun 10, 4844 (2019). https://doi.org/10.1038/s41467-019-12808-z", "topics": [{}]}
{"id": "CC.ADPO.MAEX.BB", "name": "Additional population exposed to annual coastal floods due to sea level rise, as a share of actual population (%) - Max exposure, 2100", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional population exposed to annual coastal floods due to sea level rise, as a share of actual population, is reported as a percentage and is reflective of the population in the year 2100, determined by the maximum exposure scenario (RCP85)", "sourceOrganization": "Kulp, S.A., Strauss, B.H. New elevation data triple estimates of global vulnerability to sea-level rise and coastal flooding. Nat Commun 10, 4844 (2019). https://doi.org/10.1038/s41467-019-12808-z", "topics": []}
{"id": "CC.ADPO.MIEX.AA", "name": "Additional population exposed to annual coastal floods due to sea level rise, as a share of actual population (%) - Min. exposure, 2050", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional population exposed to annual coastal floods due to sea level rise, as a share of actual population, is reported as a percentage and is reflective of the population in the year 2050, determined by the minimum exposure scenario (RCP26)", "sourceOrganization": "Kulp, S.A., Strauss, B.H. New elevation data triple estimates of global vulnerability to sea-level rise and coastal flooding. Nat Commun 10, 4844 (2019). https://doi.org/10.1038/s41467-019-12808-z", "topics": []}
{"id": "CC.ADPO.MIEX.BB", "name": "Additional population exposed to annual coastal floods due to sea level rise, as a share of actual population (%) - Max exposure, 2050", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional population exposed to annual coastal floods due to sea level rise, as a share of actual population, is reported as a percentage and is reflective of the population in the year 2050, determined by the maximum exposure scenario (RCP85)", "sourceOrganization": "Kulp, S.A., Strauss, B.H. New elevation data triple estimates of global vulnerability to sea-level rise and coastal flooding. Nat Commun 10, 4844 (2019). https://doi.org/10.1038/s41467-019-12808-z", "topics": []}
{"id": "CC.AG.NTR.TOHA", "name": "Nitrogen application (tons per ha)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data generated by taking Nutrient Nitrogen N (tonnes) [Fertilizers by Nutrient sheet] and dividing it by Area Harvested (ha) [Crops and Livestock Products sheet] from FAOSTAT. FAOSTAT data is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO license (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). In addition to this license, some database specific terms of use are listed: Terms of Use of Datasets.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.AVPB.PTPI.AI", "name": "Additional people below $1.90 as % of total population by impact - All impacts", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $1.90 as % of total population for all impacts, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.AVPB.PTPI.AR", "name": "Additional people below $1.90 as % of total population by impact - Agriculture Revenues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $1.90 as % of total population by impact, from climate change impacts relating to Agriculture Revenues, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.AVPB.PTPI.DI", "name": "Additional people below $1.90 as % of total population by impact - Disasters", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $1.90 as % of total population by impact, from climate change impacts relating to Disasters, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.AVPB.PTPI.FP", "name": "Additional people below $1.90 as % of total population by impact - Food prices", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $1.90 as % of total population by impact, from climate change impacts relating to Food Prices, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.AVPB.PTPI.HE", "name": "Additional people below $1.90 as % of total population by impact - Health", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $1.90 as % of total population by impact, from climate change impacts relating to Health, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.AVPB.PTPI.LP", "name": "Additional people below $1.90 as % of total population by impact - Labor productivity", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $1.90 as % of total population by impact, from climate change impacts relating to Labor Productivity, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.AVPB.TPOP.AG", "name": "Additional people below $4 as % of total population by impact, by 2030 - Agriculture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $4 as % of total population by impact, by 2030, from climate change impacts relating to Agriculture, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.AVPB.TPOP.AI", "name": "Additional people below $4 as % of total population by impact, by 2030 - All Impacts", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $4 as % of total population by impact, by 2030, from all impacts, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.AVPB.TPOP.DI", "name": "Additional people below $4 as % of total population by impact, by 2030 - Disasters", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $4 as % of total population by impact, by 2030, from climate change impacts relating to Disasters, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.AVPB.TPOP.HE", "name": "Additional people below $4 as % of total population by impact, by 2030 - Health", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $4 as % of total population by impact, by 2030, from climate change impacts relating to Health, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.AVPB.TPOP.TE", "name": "Additional people below $4 as % of total population by impact, by 2030 - Temperature", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Additional people below $4 as % of total population by impact, by 2030, from climate change impacts relating to Temperature, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.CHIC.BTFP.AG", "name": "Change in income (%) for bottom 40% of the population by impact, by 2030 - Agriculture (original)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Change in income (%) for bottom 40% of the population by impact, by 2030, from climate change impacts relating to Agriculture, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.CHIC.BTFP.AI", "name": "Change in income (%) for bottom 40% of the population by impact, by 2030 - All Impacts (original)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Change in income (%) for bottom 40% of the population for all impacts impact, by 2030, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.CHIC.BTFP.DI", "name": "Change in income (%) for bottom 40% of the population by impact, by 2030 - Disasters (original)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Change in income (%) for bottom 40% of the population by impact, by 2030, from climate change impacts relating to Disasters, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.CHIC.BTFP.HE", "name": "Change in income (%) for bottom 40% of the population by impact, by 2030 - Health (original)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Change in income (%) for bottom 40% of the population by impact, by 2030, from climate change impacts relating to Health, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.CHIC.BTFP.TE", "name": "Change in income (%) for bottom 40% of the population by impact, by 2030 - Temperature (original)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Change in income (%) for bottom 40% of the population by impact, by 2030, from climate change impacts relating to Temperature, is generated from data within Shock Waves : Managing the Impacts of Climate Change on Poverty. This report examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a \u201cwin-win\u201d situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.", "sourceOrganization": "Hallegatte, Stephane; Bangalore, Mook; Bonzanigo, Laura; Fay, Marianne; Kane, Tamaro; Narloch, Ulf; Rozenberg, Julie; Treguer, David; Vogt-Schilb, Adrien. 2016. Shock Waves : Managing the Impacts of Climate Change on Poverty. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/22787 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.CHIC.CFPI.AG", "name": "Change in income (%) for bottom 40% of the population by impact - Agriculture Revenues (update)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.CHIC.CFPI.AI", "name": "Change in income (%) for bottom 40% of the population by impact - All impacts (update)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.CHIC.CFPI.DI", "name": "Change in income (%) for bottom 40% of the population by impact - Disasters (update)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.CHIC.CFPI.FP", "name": "Change in income (%) for bottom 40% of the population by impact - Food prices (update)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.CHIC.CFPI.HE", "name": "Change in income (%) for bottom 40% of the population by impact - Health (update)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.CHIC.CFPI.LP", "name": "Change in income (%) for bottom 40% of the population by impact - Labor productivity (update)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.CO2.EMSE.BF", "name": "CO2 emissions by sector (Mt CO2 eq) - Bunker Fuels", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Bunker fuels sector CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.CO2.EMSE.BL", "name": "CO2 emissions by sector (Mt CO2 eq) - Building", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Building sector CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.CO2.EMSE.EH", "name": "CO2 emissions by sector (Mt CO2 eq) - Electricity/Heat", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.CO2.EMSE.EL", "name": "CO2 emissions by sector (Mt CO2 eq) - Total excluding LUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total CO2 emissions (excluding LUCF) are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.CO2.EMSE.EN", "name": "CO2 emissions by sector (Mt CO2 eq) - Energy", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Energy sector CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.CO2.EMSE.FE", "name": "CO2 emissions by sector (Mt CO2 eq) - Fugitive Emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Fugitive sector CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.CO2.EMSE.IL", "name": "CO2 emissions by sector (Mt CO2 eq) - Total including LUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total CO2 emissions (including LUCF) are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.CO2.EMSE.IP", "name": "CO2 emissions by sector (Mt CO2 eq) - Industrial Processes", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Industrial Processes sector CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.CO2.EMSE.LU", "name": "CO2 emissions by sector (Mt CO2 eq) - Land-Use Change and Forestry", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Land-Use Change and Forestry sector CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.CO2.EMSE.MC", "name": "CO2 emissions by sector (Mt CO2 eq) - Manufacturing/Construction", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Manufacturing and construction sector CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.CO2.EMSE.OF", "name": "CO2 emissions by sector (Mt CO2 eq) - Other Fuel Combustion", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.CO2.EMSE.TR", "name": "CO2 emissions by sector (Mt CO2 eq) - Transportation", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Transportation sector CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.COAL.EMIS.CH", "name": "Annual methane emissions at operating coal mines (Mt CO2e 100 years)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Methane emissions from operating coal mining (Mt CO2eq) is generated from the Global Coal Mine Tracker (GCMT). The GCMT provides information on the world\u2019s major coal mines: every operating mine producing 3 million tonnes per annum (mtpa) or greater, and every proposed mine with a capacity of 1 mtpa or greater. The map and underlying data are updated bi-annually, in January and July. With each update, coverage is expanded to include smaller mines. By January 2022, GCMT will have cataloged every coal mine producing 1 mtpa or greater. Each mine included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCMT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Mine Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-mine-tracker/", "topics": []}
{"id": "CC.COAL.EMIS.CO", "name": "Annual CO2 combustion emissions at operating coal mines (Mt CO2)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "CO2 emissions from operating coal mining (Mt CO2eq) is generated from the Global Coal Mine Tracker (GCMT). The GCMT provides information on the world\u2019s major coal mines: every operating mine producing 3 million tonnes per annum (mtpa) or greater, and every proposed mine with a capacity of 1 mtpa or greater. The map and underlying data are updated bi-annually, in January and July. With each update, coverage is expanded to include smaller mines. By January 2022, GCMT will have cataloged every coal mine producing 1 mtpa or greater. Each mine included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCMT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Mine Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-mine-tracker/", "topics": []}
{"id": "CC.COAL.EMPR.CH", "name": "Annual methane emisssions at proposed coal projects (Mt CO2e 100 years)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Methane emissions from proposed coal mining (Mt CO2eq) is generated from the Global Coal Mine Tracker (GCMT). The GCMT provides information on the world\u2019s major coal mines: every operating mine producing 3 million tonnes per annum (mtpa) or greater, and every proposed mine with a capacity of 1 mtpa or greater. The map and underlying data are updated bi-annually, in January and July. With each update, coverage is expanded to include smaller mines. By January 2022, GCMT will have cataloged every coal mine producing 1 mtpa or greater. Each mine included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCMT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Mine Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-mine-tracker/", "topics": []}
{"id": "CC.COAL.EMPR.CO", "name": "Annual CO2 combustion emissions at proposed coal projects (Mt CO2)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.COAL.PROD.OP", "name": "Annual coal production (Mt per year) - Operating", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.COAL.PROD.PR", "name": "Annual coal production (Mt per year) - Proposed Projects (Total)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.CUF.STUN", "name": "Children under 5 years of age who are stunted (% of total)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Children under 5 years of age who are stunted reflects modelled estimate from the Suite of Food Security Indicators on FAOSTAT. Suite of Food Security Indicators presents the core set of food security indicators. Following the recommendation of experts gathered in the Committee on World Food Security (CFS) Round Table on hunger measurement, hosted at FAO headquarters in September 2011, an initial set of indicators aiming to capture various aspects of food insecurity is presented on FAOSTAT. The choice of the indicators has been informed by expert judgment and the availability of data with sufficient coverage to enable comparisons across regions and over time. Many of these indicators are produced and published elsewhere by FAO and other international organizations. They are reported on FAOSTAT in a single database with the aim of building a wide food security information system. More indicators will be added to this set as more data will become available. Indicators are classified along the four dimensions of food security -- availability, access, utilization and stability. This work is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO license (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). In addition to this license, some database specific terms of use are listed: Terms of Use of Datasets.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.DEN.AFO", "name": "Emission Totals - Direct emissions (N2O) - AFOLU", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.DEN.AGS", "name": "Emission Totals - Direct emissions (N2O) - Agricultural Soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.DEN.CRE", "name": "Emission Totals - Direct emissions (N2O) - Crop Residues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.DEN.EAL", "name": "Emission Totals - Direct emissions (N2O) - Emissions on agricultural land", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.DEN.FGE", "name": "Emission Totals - Direct emissions (N2O) - Farm-gate emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.DEN.IPA", "name": "Emission Totals - Direct emissions (N2O) - IPCC Agriculture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.DEN.MLP", "name": "Emission Totals - Direct emissions (N2O) - Manure left on Pasture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.DEN.SAS", "name": "Emission Totals - Direct emissions (N2O) - Manure applied to Soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.DEN.SFE", "name": "Emission Totals - Direct emissions (N2O) - Synthetic Fertilizers", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.AFO", "name": "Emission Totals - Emissions (CO2eq) (AR5) - AFOLU", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.AGS", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Agricultural Soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.BCR", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Burning - Crop residues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.CRE", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Crop Residues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.DOC", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Drained organic soils (CO2)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.DON", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Drained organic soils (N2O)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.DOS", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Drained organic soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.EAL", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Emissions on agricultural land", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.EFE", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Enteric Fermentation", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.FFR", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Forest fires", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.FGE", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Farm-gate emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.FOR", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Forestland", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.FOS", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Fires in organic soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.FTR", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Fires in humid tropical forests", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.IPA", "name": "Emission Totals - Emissions (CO2eq) (AR5) - IPCC Agriculture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.LUC", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Land Use change", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.LUL", "name": "Emission Totals - Emissions (CO2eq) (AR5) - LULUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.MLP", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Manure left on Pasture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.MMA", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Manure Management", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.NFC", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Net Forest conversion", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.OEU", "name": "Emission Totals - Emissions (CO2eq) (AR5) - On-farm energy use", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.RCA", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Rice Cultivation", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.SAS", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Manure applied to Soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.SFE", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Synthetic Fertilizers", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EAR.SVF", "name": "Emission Totals - Emissions (CO2eq) (AR5) - Savanna fires", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.AFO", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - AFOLU", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.BCR", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Burning - Crop residues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.EAL", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Emissions on agricultural land", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.EFE", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Enteric Fermentation", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.FFR", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Forest fires", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.FGE", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Farm-gate emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.FOS", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Fires in organic soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.FTR", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Fires in humid tropical forests", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.GAEX.CA", "name": "Capacity of Liquefied Natural Gas export terminals (Mt per year) - Cancelled", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ECA.GAEX.ID", "name": "Capacity of Liquefied Natural Gas export terminals (Mt per year) - In Development (Proposed + Construction)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ECA.GAEX.OP", "name": "Capacity of Liquefied Natural Gas export terminals (Mt per year) - Operating", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ECA.GAEX.SH", "name": "Capacity of Liquefied Natural Gas export terminals (Mt per year) - Shelved", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ECA.GAIM.CA", "name": "Capacity of Liquefied Natural Gas import terminals (Mt per year) - Cancelled", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ECA.GAIM.ID", "name": "Capacity of Liquefied Natural Gas import terminals (Mt per year) - In Development (Proposed + Construction)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ECA.GAIM.OP", "name": "Capacity of Liquefied Natural Gas import terminals (Mt per year) - Operating", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ECA.GAIM.SH", "name": "Capacity of Liquefied Natural Gas import terminals (Mt per year) - Shelved", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ECA.IPA", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - IPCC Agriculture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.LUC", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Land Use change", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.LUL", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - LULUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.MMA", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Manure Management", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.OEU", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - On-farm energy use", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": [{}]}
{"id": "CC.ECA.RCA", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Rice Cultivation", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECA.SVF", "name": "Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Savanna fires", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.AFO", "name": "Emission Totals - Emissions (CH4) - AFOLU", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.BCR", "name": "Emission Totals - Emissions (CH4) - Burning - Crop residues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.EAL", "name": "Emission Totals - Emissions (CH4) - Emissions on agricultural land", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.EFE", "name": "Emission Totals - Emissions (CH4) - Enteric Fermentation", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.FFR", "name": "Emission Totals - Emissions (CH4) - Forest fires", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.FGE", "name": "Emission Totals - Emissions (CH4) - Farm-gate emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.FOS", "name": "Emission Totals - Emissions (CH4) - Fires in organic soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.FTR", "name": "Emission Totals - Emissions (CH4) - Fires in humid tropical forests", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.IPA", "name": "Emission Totals - Emissions (CH4) - IPCC Agriculture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.LUC", "name": "Emission Totals - Emissions (CH4) - Land Use change", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.LUL", "name": "Emission Totals - Emissions (CH4) - LULUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.MMA", "name": "Emission Totals - Emissions (CH4) - Manure Management", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.OEU", "name": "Emission Totals - Emissions (CH4) - On-farm energy use", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.RCA", "name": "Emission Totals - Emissions (CH4) - Rice Cultivation", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECH.SVF", "name": "Emission Totals - Emissions (CH4) - Savanna fires", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECO.AFO", "name": "Emission Totals - Emissions (CO2) - AFOLU", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECO.DOC", "name": "Emission Totals - Emissions (CO2) - Drained organic soils (CO2)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECO.EAL", "name": "Emission Totals - Emissions (CO2) - Emissions on agricultural land", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECO.FGE", "name": "Emission Totals - Emissions (CO2) - Farm-gate emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECO.FOR", "name": "Emission Totals - Emissions (CO2) - Forestland", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECO.FOS", "name": "Emission Totals - Emissions (CO2) - Fires in organic soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECO.LUC", "name": "Emission Totals - Emissions (CO2) - Land Use change", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECO.LUL", "name": "Emission Totals - Emissions (CO2) - LULUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECO.NFC", "name": "Emission Totals - Emissions (CO2) - Net Forest conversion", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ECO.OEU", "name": "Emission Totals - Emissions (CO2) - On-farm energy use", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.EG.CONS.COAL.PC", "name": "Per capita daily coal consumption (short tons per capita per day)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Per capita data has been generated by World Bank staff by taking Energy consumption data [U.S EIA] and applying country population data from the World Bank Group - World Development Indicators.", "sourceOrganization": "U.S Energy Information Administration. Available at: https://www.eia.gov/opendata/", "topics": []}
{"id": "CC.EG.CONS.GAS.PC", "name": "Per capita daily gas consumption (thousand cubic feet per capita per day)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Per capita data has been generated by World Bank staff by taking Energy consumption data [U.S EIA] and applying country population data from the World Bank Group - World Development Indicators.", "sourceOrganization": "U.S Energy Information Administration. Available at: https://www.eia.gov/opendata/", "topics": []}
{"id": "CC.EG.CONS.OIL.PC", "name": "Per capita daily oil consumption (barrels per capita per day)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Per capita data has been generated by World Bank staff by taking Energy consumption data [U.S EIA] and applying country population data from the World Bank Group - World Development Indicators.", "sourceOrganization": "U.S Energy Information Administration. Available at: https://www.eia.gov/opendata/", "topics": []}
{"id": "CC.EG.EMIS.MAN", "name": "CO2 emissions per dollar of manufacturing value added (kgCO2 per constant 2010 US$)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents CO2 emissions that can be attributed to each dollar generated from manufacturing value add. Data is taken from the United Nations Sustainable Goals, representing Indicator 9.4.1: Carbon dioxide emissions per unit of manufacturing value added (kilogrammes of CO2 per constant 2015 United States dollars).", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.EG.INTS.KW", "name": "Energy intensity of the economy (kWh per 2011$PPP)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Energy intensity is measured as primary energy consumption per unit of gross domestic product. This is measured in kilowatt-hours per 2011$ (PPP).", "sourceOrganization": "Our World in Data based on BP; World Bank; and Maddison Project Database", "topics": []}
{"id": "CC.EG.SOLR.KW", "name": "Average practical solar potential (kWh/kWp/day)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Solar potential reflects analysis based on high-resolution datasets and GIS mask layers by Solargis's (https://solargis.com/) . These indicators have been generated as part of the Energy Sector Management Assistance Program [ESMAP]. Further information is available at: https://www.esmap.org/. Visualization of the data can be found at: https://globalsolaratlas.info/map.", "sourceOrganization": "Global Photovoltaic Power Potential By Country, generated by Solaris, with ESMAP and World Bank Group contributions. Available at: https://datacatalog.worldbank.org/int/search/dataset/0038379", "topics": []}
{"id": "CC.EG.STL.PROD", "name": "Total steelmaking capacity (thousand tonnes per annum)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Steel making capacity is generated from the Global Steel Plant Tracker (GSPT). The GSPT provides information on global crude steel production plants, and includes information on every plant currently operating at a capacity of one million tonnes per year (mtpa) or more of crude steel. The GSPT is currently being expanded to include all plants meeting the one mtpa threshold that have been proposed since 2017 or retired or mothballed since 2020. Steel plants consist of multiple units, depending on the iron and steel production method used. Crude steel is typically produced through coal-based methods (blast furnace and basic oxygen furnace or open hearth furnace) or electricity-based production (electric arc furnace charged with scrap metal, pig iron, direct reduced iron, or a combination). The GSPT map and underlying data are updated annually in January. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GSPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Steel Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-steel-plant-tracker/", "topics": []}
{"id": "CC.EG.SUBF.PC", "name": "Fossil-fuel pre-tax subsidies (consumption and production) USD per capita", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the pre-tax subsidies (consumption and production) on fossil fuels as an index of USD per capita. Data is taken from the United Nations Sustainable Goals, representing Indicator 12.c.1: Fossil-fuel subsidies (consumption and production) per capita (constant United States dollars).", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.EG.WIND.PC", "name": "Offshore wind potential - Per capita (kW/cap)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The offshore wind technical potential is an estimate of the amount of generation capacity that could be technically feasible, considering only wind speed and water depth. This is intended as an initial, high-level estimate and does not look at other technical, environmental, social, or economic constraints. These indicators have been generated as part of the Energy Sector Management Assistance Program [ESMAP]. Further information is available at: https://www.esmap.org/. Visualization of the data can be found at: https://globalwindatlas.info/", "sourceOrganization": "Global Offshore Wind Technical Potential, the World Bank Group. Available at: https://datacatalog.worldbank.org/int/search/dataset/0037787/Global-Offshore-Wind-Technical-Potential", "topics": []}
{"id": "CC.EG.WIND.TOTL", "name": "Offshore wind potential - Total (GW)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The offshore wind technical potential is an estimate of the amount of generation capacity that could be technically feasible, considering only wind speed and water depth. This is intended as an initial, high-level estimate and does not look at other technical, environmental, social, or economic constraints. These indicators have been generated as part of the Energy Sector Management Assistance Program [ESMAP]. Further information is available at: https://www.esmap.org/. Visualization of the data can be found at: https://globalwindatlas.info/", "sourceOrganization": "Global Offshore Wind Technical Potential, the World Bank Group. Available at: https://datacatalog.worldbank.org/int/search/dataset/0037787/Global-Offshore-Wind-Technical-Potential", "topics": []}
{"id": "CC.ELEC.CON", "name": "Electricity net consumption", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ELEC.GEN", "name": "Electricity net generation", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.EN.ATM.COAL.CE", "name": "Lifetime CO2 emissions from coal plants (Mt CO2)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Lifetime CO2 emissions from coal plants (Mt CO2) is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.ENA.AFO", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - AFOLU", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.AGS", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Agricultural Soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.BCR", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Burning - Crop residues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.CRE", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Crop Residues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.DON", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Drained organic soils (N2O)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.EAL", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Emissions on agricultural land", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.FFR", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Forest fires", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.FGE", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Farm-gate emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.FTR", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Fires in humid tropical forests", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.IPA", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.LUC", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Land Use change", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.LUL", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - LULUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.MLP", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure left on Pasture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.MMA", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure Management", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.OEU", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - On-farm energy use", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.SAS", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure applied to Soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.SFE", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Synthetic Fertilizers", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENA.SVF", "name": "Emission Totals - Emissions (CO2eq) from N2O (AR5) - Savanna fires", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.AFO", "name": "Emission Totals - Emissions (N2O) - AFOLU", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.AGS", "name": "Emission Totals - Emissions (N2O) - Agricultural Soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.BCR", "name": "Emission Totals - Emissions (N2O) - Burning - Crop residues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.CRE", "name": "Emission Totals - Emissions (N2O) - Crop Residues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.DON", "name": "Emission Totals - Emissions (N2O) - Drained organic soils (N2O)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.EAL", "name": "Emission Totals - Emissions (N2O) - Emissions on agricultural land", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.FFR", "name": "Emission Totals - Emissions (N2O) - Forest fires", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.FGE", "name": "Emission Totals - Emissions (N2O) - Farm-gate emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.FTR", "name": "Emission Totals - Emissions (N2O) - Fires in humid tropical forests", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.IPA", "name": "Emission Totals - Emissions (N2O) - IPCC Agriculture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.LUC", "name": "Emission Totals - Emissions (N2O) - Land Use change", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.LUL", "name": "Emission Totals - Emissions (N2O) - LULUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.MLP", "name": "Emission Totals - Emissions (N2O) - Manure left on Pasture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.MMA", "name": "Emission Totals - Emissions (N2O) - Manure Management", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.OEU", "name": "Emission Totals - Emissions (N2O) - On-farm energy use", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.SAS", "name": "Emission Totals - Emissions (N2O) - Manure applied to Soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.SFE", "name": "Emission Totals - Emissions (N2O) - Synthetic Fertilizers", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENO.SVF", "name": "Emission Totals - Emissions (N2O) - Savanna fires", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.ENTX.ENE.ZS", "name": "Total energy tax revenue (% of GDP)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Revenues from taxes raised on energy products (fossil fuels and electricity) including those used in transportation (petrol and diesel). This includes all CO2-related taxes.", "sourceOrganization": "Policy Instrument for the Environment Data Base, OECD. Available at: https://www.oecd.org/env/indicators-modelling-outlooks/policy-instrument-database/", "topics": []}
{"id": "CC.ENTX.ENV.ZS", "name": "Total environmental tax revenue (% of GDP)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.ENV.GDS.CADV", "name": "Comparative advantage in environmental goods (index)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Environmental goods include both goods connected to environmental protection\u2014such as goods related to pollution management and resource management\u2014and adapted goods\u2014which are goods that have been specifically modified to be more \u201cenvironmentally friendly\u201d or \u201ccleaner.\u201d    Comparative advantage is a measure of the relative advantage or disadvantage a particular country has in a certain class of goods (in this case, environmental goods), and can be used to evaluate export potential in that class of goods. Environmental goods include both goods connected to environmental protection\u2014such as goods related to pollution management and resource management\u2014and adapted goods\u2014which are goods that have been specifically modified to be more \u201cenvironmentally friendly\u201d or \u201ccleaner.\u201d A value greater than one indicates a relative advantage in environmental goods, while a value of less than one indicates a relative disadvantage.", "sourceOrganization": "IMF Climate Change Dashboard. Data sources: UN Comtrade, DESA/UNSD; IMF staff calculations.", "topics": []}
{"id": "CC.ENV.TRAD.EX", "name": "Trade in environmental goods as share of total exports (%)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Environmental goods include both goods connected to environmental protection\u2014such as goods related to pollution management and resource management\u2014and adapted goods\u2014which are goods that have been specifically modified to be more \u201cenvironmentally friendly\u201d or \u201ccleaner.\u201d    A relatively high share of environmental goods imports indicates that a country purchases a significant share of environmental goods from other countries. A relatively high share of environmental goods exports indicates that a country produces and sells a significant share of environmental goods to other countries. A country\u2019s environmental goods trade balance is the difference between its exports and imports of environmental goods.", "sourceOrganization": "IMF Climate Change Dashboard. Data sources: UN Comtrade, DESA/UNSD; IMF staff calculations.", "topics": []}
{"id": "CC.ENV.TRAD.IM", "name": "Trade in environmental goods as share of total imports (%)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Environmental goods include both goods connected to environmental protection\u2014such as goods related to pollution management and resource management\u2014and adapted goods\u2014which are goods that have been specifically modified to be more \u201cenvironmentally friendly\u201d or \u201ccleaner.\u201d    A relatively high share of environmental goods imports indicates that a country purchases a significant share of environmental goods from other countries. A relatively high share of environmental goods exports indicates that a country produces and sells a significant share of environmental goods to other countries. A country\u2019s environmental goods trade balance is the difference between its exports and imports of environmental goods.", "sourceOrganization": "IMF Climate Change Dashboard. Data sources: UN Comtrade, DESA/UNSD; IMF staff calculations.", "topics": []}
{"id": "CC.ESG.AGFE", "name": "Employment by sector and gender (% of total) - Agriculture - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Agriculture is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.AGMA", "name": "Employment by sector and gender (% of total) - Agriculture - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Agriculture is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.CMFE", "name": "Employment by sector and gender (% of total) - Commerce - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Commerce is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.CMMA", "name": "Employment by sector and gender (% of total) - Commerce - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Commerce is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.CNFE", "name": "Employment by sector and gender (% of total) - Construction - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Construction is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.CNMA", "name": "Employment by sector and gender (% of total) - Construction - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Construction is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.EUFE", "name": "Employment by sector and gender (% of total) - Electricity and utilities - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Electricity and Utilities is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.EUMA", "name": "Employment by sector and gender (% of total) - Electricity and utilities - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Electricity and Utilities is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.FBFE", "name": "Employment by sector and gender (% of total) - Financial and Business Services - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Financial and Business Services is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.FBMA", "name": "Employment by sector and gender (% of total) - Financial and Business Services - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Financial and Business Services is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.INFE", "name": "Employment by sector and gender (% of total) - Industry - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Industry is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.INMA", "name": "Employment by sector and gender (% of total) - Industry - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Industry is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.MAFE", "name": "Employment by sector and gender (% of total) - Manufacturing - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Manufacturing is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.MAMA", "name": "Employment by sector and gender (% of total) - Manufacturing - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Manufacturing is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.MIFE", "name": "Employment by sector and gender (% of total) - Mining - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Mining is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.MIMA", "name": "Employment by sector and gender (% of total) - Mining - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Mining is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.OSFE", "name": "Employment by sector and gender (% of total) - Other services - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Other services is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.OSMA", "name": "Employment by sector and gender (% of total) - Other services - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Other services is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.PAFE", "name": "Employment by sector and gender (% of total) - Public Administration - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Public Administration is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": [{}]}
{"id": "CC.ESG.PAMA", "name": "Employment by sector and gender (% of total) - Public Administration - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Public Administration is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.PSFE", "name": "Employment by sector and gender (% of total) - Public sector employment - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Public sector employment is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.PSMA", "name": "Employment by sector and gender (% of total) - Public sector employment - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Public sector employment is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.SEFE", "name": "Employment by sector and gender (% of total) - Services - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Services is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.SEMA", "name": "Employment by sector and gender (% of total) - Services - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Services is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.TCFE", "name": "Employment by sector and gender (% of total) - Transport & Communication - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Females within Transport & Communication is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.ESG.TCMA", "name": "Employment by sector and gender (% of total) - Transport & Communication - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Employment of Males within Transport & Communication is disaggregated from the Global Jobs Indicators Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.EST", "name": "Control of Corruption: Estimate", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \"capture\" of the state by elites and private interests. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "CC.FGHG.SYS.CS", "name": "Food GHG emissions by system stage (Share of total) - Consumption", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Food GHG emissions disaggregated by system stage are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.FGHG.SYS.EO", "name": "Food GHG emissions by system stage (Share of total) - End_of_Life", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Food GHG emissions disaggregated by system stage are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.FGHG.SYS.LU", "name": "Food GHG emissions by system stage (Share of total) - LULUC (Production)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Food GHG emissions disaggregated by system stage are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.FGHG.SYS.PC", "name": "Food GHG emissions by system stage (Share of total) - Packaging", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Food GHG emissions disaggregated by system stage are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.FGHG.SYS.PD", "name": "Food GHG emissions by system stage (Share of total) - Production", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Food GHG emissions disaggregated by system stage are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.FGHG.SYS.PR", "name": "Food GHG emissions by system stage (Share of total) - Processing", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.FGHG.SYS.RE", "name": "Food GHG emissions by system stage (Share of total) - Retail", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Food GHG emissions disaggregated by system stage are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.FGHG.SYS.TR", "name": "Food GHG emissions by system stage (Share of total) - Transport", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Food GHG emissions disaggregated by system stage are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.FLD.BELW.ZS", "name": "Population exposed to floods (share of population below $5.50)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Share of population that falls into the defined poverty threshold of $5.50 (consumption per day) that is exposed to floods within a country", "sourceOrganization": "Rentschler, Jun; Salhab, Melda. 2020. People in Harm's Way : Flood Exposure and Poverty in 189 Countries. Policy Research Working Paper;No. 9447. World Bank, Washington, DC. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/34655 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.FLD.TOTL.ZS", "name": "Population exposed to floods (share of total population)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Share of total population that is exposed to floods within a country", "sourceOrganization": "Rentschler, Jun; Salhab, Melda. 2020. People in Harm's Way : Flood Exposure and Poverty in 189 Countries. Policy Research Working Paper;No. 9447. World Bank, Washington, DC. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/34655 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.FOOD.ANIM.ZS", "name": "Share of animal products in food supply (% of total)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Animal products supply is taken from New Food Balances (domain), Food Supply (element) of the Food Balance Sheet (FAOSTAT). FAOSTAT Food Balance Sheet presents a comprehensive picture of the pattern of a country's food supply during a specified reference period. The food balance sheet shows for each food item - i.e. each primary commodity and a number of processed commodities potentially available for human consumption - the sources of supply and its utilization. The total quantity of foodstuffs produced in a country added to the total quantity imported and adjusted to any change in stocks that may have occurred since the beginning of the reference period gives the supply available during that period. On the utilization side a distinction is made between the quantities exported, fed to livestock, used for seed, put to manufacture for food use and non-food uses, losses during storage and transportation, and food supplies available for human consumption. The per caput supply of each such food item available for human consumption is then obtained by dividing the respective quantity by the related data on the population actually partaking of it. Data on per caput food supplies are expressed in terms of quantity and - by applying appropriate food composition factors for all primary and processed products - also in terms of caloric value and protein and fat content. This work is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO license (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). In addition to this license, some database specific terms of use are listed: Terms of Use of Datasets.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.FOOD.VEGT.ZS", "name": "Share of vegetal products in food supply (% of total)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Vegetal supply is taken from New Food Balances (domain), Food Supply (element) of the Food Balance Sheet (FAOSTAT). FAOSTAT Food Balance Sheet presents a comprehensive picture of the pattern of a country's food supply during a specified reference period. The food balance sheet shows for each food item - i.e. each primary commodity and a number of processed commodities potentially available for human consumption - the sources of supply and its utilization. The total quantity of foodstuffs produced in a country added to the total quantity imported and adjusted to any change in stocks that may have occurred since the beginning of the reference period gives the supply available during that period. On the utilization side a distinction is made between the quantities exported, fed to livestock, used for seed, put to manufacture for food use and non-food uses, losses during storage and transportation, and food supplies available for human consumption. The per caput supply of each such food item available for human consumption is then obtained by dividing the respective quantity by the related data on the population actually partaking of it. Data on per caput food supplies are expressed in terms of quantity and - by applying appropriate food composition factors for all primary and processed products - also in terms of caloric value and protein and fat content. This work is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO license (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). In addition to this license, some database specific terms of use are listed: Terms of Use of Datasets.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.FRVOL.MOD.AI", "name": "Freight volume by mode (billion tons-km) - Air transport", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the volume of freight attributable to air transport. Data is taken from the United Nations Sustainable Goals, representing Indicator 9.1.2: Freight volume by mode of transport (tonne kilometres)", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.FRVOL.MOD.IW", "name": "Freight volume by mode (billion tons-km) - Inland waterway transport", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the volume of freight attributable to inland waterway transport. Data is taken from the United Nations Sustainable Goals, representing Indicator 9.1.2: Freight volume by mode of transport (tonne kilometres)", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.FRVOL.MOD.RA", "name": "Freight volume by mode (billion tons-km) - Rail transport", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the volume of freight attributable to rail transport. Data is taken from the United Nations Sustainable Goals, representing Indicator 9.1.2: Freight volume by mode of transport (tonne kilometres)", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.FRVOL.MOD.RO", "name": "Freight volume by mode (billion tons-km) - Road transport", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the volume of freight attributable to road transport. Data is taken from the United Nations Sustainable Goals, representing Indicator 9.1.2: Freight volume by mode of transport (tonne kilometres)", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.FSU.PECA", "name": "Per capita food supply (kcal/cap/day)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.GAS.PPBC.CN", "name": "Gas pipeline capacity by project status (barrels of oil equivalent per day) - Cancelled", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Gas pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.GAS.PPBC.CO", "name": "Gas pipeline capacity by project status (barrels of oil equivalent per day) - Construction", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Gas pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.GAS.PPBC.ID", "name": "Gas pipeline capacity by project status (barrels of oil equivalent per day) - In Development (Proposed + Construction)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Gas pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.GAS.PPBC.MB", "name": "Gas pipeline capacity by project status (barrels of oil equivalent per day) - Mothballed", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Gas pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.GAS.PPBC.OP", "name": "Gas pipeline capacity by project status (barrels of oil equivalent per day) - Operating", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Gas pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.GAS.PPBC.PR", "name": "Gas pipeline capacity by project status (barrels of oil equivalent per day) - Proposed", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Gas pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.GAS.PPBC.RT", "name": "Gas pipeline capacity by project status (barrels of oil equivalent per day) - Retired", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.GAS.PPBC.SH", "name": "Gas pipeline capacity by project status (barrels of oil equivalent per day) - Shelved", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Gas pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.GHG.EMSE.AG", "name": "Total GHG emissions by sector (Mt CO2 eq) - Agriculture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Agriculture sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.BF", "name": "Total GHG emissions by sector (Mt CO2 eq) - Bunker Fuels", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Bunker fuels sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.BL", "name": "Total GHG emissions by sector (Mt CO2 eq) - Building", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Building sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.EH", "name": "Total GHG emissions by sector (Mt CO2 eq) - Electricity/Heat", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Electricity and heat sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.EL", "name": "Total GHG emissions by sector (Mt CO2 eq) - Total excluding LUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total greenhouse gas emissions (excluding LUCF) are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.EN", "name": "Total GHG emissions by sector (Mt CO2 eq) - Energy", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Energy sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.FE", "name": "Total GHG emissions by sector (Mt CO2 eq) - Fugitive Emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Fugitive sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.IL", "name": "Total GHG emissions by sector (Mt CO2 eq) - Total including LUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total greenhouse gas emissions (including LUCF) are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.IP", "name": "Total GHG emissions by sector (Mt CO2 eq) - Industrial Processes", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Industrial Processes sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.LU", "name": "Total GHG emissions by sector (Mt CO2 eq) - Land-Use Change and Forestry", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Land-Use Change and Forestry sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.MC", "name": "Total GHG emissions by sector (Mt CO2 eq) - Manufacturing/Construction", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Manufacturing and construction sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.OF", "name": "Total GHG emissions by sector (Mt CO2 eq) - Other Fuel Combustion", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Other fuel combustion sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.TR", "name": "Total GHG emissions by sector (Mt CO2 eq) - Transportation", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Transportation sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.EMSE.WA", "name": "Total GHG emissions by sector (Mt CO2 eq) - Waste", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Waste sector greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.FSYS.CH", "name": "GHG emissions from food systems, by gas (Mt CO2 eq) - Methane", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "GHG emissions from food systems disaggregated by gas are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.GHG.FSYS.CO", "name": "GHG emissions from food systems, by gas (Mt CO2 eq) - CO2", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "GHG emissions from food systems disaggregated by gas are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.GHG.FSYS.FG", "name": "GHG emissions from food systems, by gas (Mt CO2 eq) - F-gases", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "GHG emissions from food systems disaggregated by gas are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.GHG.FSYS.NO", "name": "GHG emissions from food systems, by gas (Mt CO2 eq) - N2O", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "GHG emissions from food systems disaggregated by gas are generated from EDGAR-FOOD, a global emission inventory of GHGs from the food systems. EDGAR-FOOD has been developed to aid the understanding of the activities underlying the energy demand and use, agriculture and land use change emissions associated with the production, distribution, consumption and disposal of food through the various stages and sectors of the composite global food system. These data were complemented with data from the FAOSTAT database on GHG emissions from land use related to agriculture (FAO, 2020). EDGAR-FOOD represents the first database consistently covering each stage of the food chain for all countries with yearly frequency for the period 1990-2015. Details regarding the methodology applied are available in Crippa et al. (2021).", "sourceOrganization": "Crippa, M., Solazzo, E., Guizzardi, D., Monforti-Ferrario, F., Tubiello, F.N. and Leip, A. EDGAR-FOOD data. Figshare, doi:10.6084/m9.figshare.13476666 (2021).", "topics": []}
{"id": "CC.GHG.GRPE", "name": "GHG growth (annual %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Greenhouse gas emissions growth is generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.MEMG.EI", "name": "Macro drivers of GHG emissions growth in the period 2012-2018 - Emission Intensity of GDP", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the impact of the emissions intensity of GDP (as a macro-driver) to total emission growth (excluding LUCF) across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.MEMG.GC", "name": "Macro drivers of GHG emissions growth in the period 2012-2018 - GDP per capita", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the impact of GDP-per capita (as a macro-driver) to total emission growth (excluding LUCF) across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.MEMG.PO", "name": "Macro drivers of GHG emissions growth in the period 2012-2018 - Population", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the impact of population (as a macro-driver) to total emission growth (excluding LUCF) across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.PECA", "name": "Per capita GHG emissions (tons/capita)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Per capita greenhouse gas emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.SDEG.AG", "name": "Sectoral drivers of GHG emissions growth in the period 2012-2018 - Agriculture (contribution to total growth, %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the aggregate contribution of the Agriculture sector to total emission growth across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.SDEG.BU", "name": "Sectoral drivers of GHG emissions growth in the period 2012-2018 - Building (contribution to total growth, %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the aggregate contribution of the Building sector to total emission growth across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.SDEG.EH", "name": "Sectoral drivers of GHG emissions growth in the period 2012-2018 - Electricity/Heat (contribution to total growth, %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the aggregate contribution of the Electricity and Heat sector to total emission growth across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.SDEG.FE", "name": "Sectoral drivers of GHG emissions growth in the period 2012-2018 - Fugitive Emissions (contribution to total growth, %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the aggregate contribution of the Fugitive Emissions sector to total emission growth across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.SDEG.IP", "name": "Sectoral drivers of GHG emissions growth in the period 2012-2018 - Industrial Processes (contribution to total growth, %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.GHG.SDEG.LU", "name": "Sectoral drivers of GHG emissions growth in the period 2012-2018 - Land-Use Change and Forestry (contribution to total growth, %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the aggregate contribution of the Land-Use Change and Forestry sector to total emission growth across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.SDEG.MC", "name": "Sectoral drivers of GHG emissions growth in the period 2012-2018 - Manufacturing/Construction (contribution to total growth, %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the aggregate contribution of the Manufacturing and Construction sector to total emission growth across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.SDEG.OF", "name": "Sectoral drivers of GHG emissions growth in the period 2012-2018 - Other Fuel Combustion (contribution to total growth, %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the aggregate contribution of the Other Fuel Combustion sector to total emission growth across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.SDEG.TR", "name": "Sectoral drivers of GHG emissions growth in the period 2012-2018 - Transportation (contribution to total growth, %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the aggregate contribution of the Transportation sector to total emission growth across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GHG.SDEG.WA", "name": "Sectoral drivers of GHG emissions growth in the period 2012-2018 - Waste (contribution to total growth, %)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the aggregate contribution of the Waste sector to total emission growth across the period 2012-2018. This data has been calculated by World Bank staff using greenhouse gas emissions data from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.GNBD.ISS.BD", "name": "Total sovereign green bonds issuance (billion US$)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Sovereign green bond issuance is disaggregated from Green Bond Issuances by Type of Issuer data. Green Bonds are created to fund projects that have positive environmental and/or climate benefits. Note: While green finance indicators may cover more than climate finance (i.e. to include environmental issues at large) they do provide a good proxy for the greening of the finance system in the country. Countries that rank well on these indicators are more likely to mobilize green finance to facilitate their climate transition.", "sourceOrganization": "IMF Climate Change Dashboard. Sources:  Refinitiv; Country authorities; IMF staff calculations.", "topics": []}
{"id": "CC.IEN.AFO", "name": "Emission Totals - Indirect emissions (N2O) - AFOLU", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.IEN.AGS", "name": "Emission Totals - Indirect emissions (N2O) - Agricultural Soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.IEN.CRE", "name": "Emission Totals - Indirect emissions (N2O) - Crop Residues", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.IEN.EAL", "name": "Emission Totals - Indirect emissions (N2O) - Emissions on agricultural land", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.IEN.FGE", "name": "Emission Totals - Indirect emissions (N2O) - Farm-gate emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.IEN.IPA", "name": "Emission Totals - Indirect emissions (N2O) - IPCC Agriculture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.IEN.MLP", "name": "Emission Totals - Indirect emissions (N2O) - Manure left on Pasture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.IEN.SAS", "name": "Emission Totals - Indirect emissions (N2O) - Manure applied to Soils", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.IEN.SFE", "name": "Emission Totals - Indirect emissions (N2O) - Synthetic Fertilizers", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The FAOSTAT domain Emissions Totals summarizes the greenhouse gas (GHG) emissions generated from agriculture and forest land. They consist of methane (CH4), nitrous oxide (N2O) and carbon dioxide (CO2) emissions from crop and livestock activities, forest management and include land use and land use change processes. Data are computed at Tier 1 of the IPCC Guidelines for National greenhouse gas (GHG) Inventories (IPCC, 1996; 1997; 2000; 2002; 2006; 2014). Estimates are available by country, with global coverage for the period 1961\u20132019 with projections for 2030 and 2050 for some categories of emissions or 1990\u20132019 for others. The database is updated annually.  The FAOSTAT domain Emissions Totals disseminates information estimates of CH4, N2O and CO2 emissions/removals and their aggregates in CO2eq in units of kilotonnes (kt, or 106 kg). The latter are computed by using the IPCC Fifth Assessment report global warming potentials, AR5 (IPCC, 2014).", "sourceOrganization": "FAO, FAOSTAT Climate Change, Emissions Totals, http://www.fao.org/faostat/en/#data/GT.", "topics": []}
{"id": "CC.INCP.ALRS", "name": "Annual investment needs for coastal protection, by risk strategy (% of GDP) - low risk tolerance", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the cost of a risk taking strategy that adopts an ambititious low-risk strategy. This is discussed in Policy Note 5 of the Beyond the Gap report.", "sourceOrganization": "Rozenberg, Julie; Fay, Marianne. 2019. Beyond the Gap : How Countries Can Afford the Infrastructure They Need while Protecting the Planet. Sustainable Infrastructure;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/31291 License: CC BY 3.0 IGO", "topics": []}
{"id": "CC.INCP.KRGC", "name": "Annual investment needs for coastal protection, by risk strategy (% of GDP) - constant relative flood risk", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the cost of a risk taking strategy that keeps the risk relative to GDP constant. This is discussed in Policy Note 5 of the Beyond the Gap report.", "sourceOrganization": "Rozenberg, Julie; Fay, Marianne. 2019. Beyond the Gap : How Countries Can Afford the Infrastructure They Need while Protecting the Planet. Sustainable Infrastructure;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/31291 License: CC BY 3.0 IGO", "topics": []}
{"id": "CC.INCP.SPMC", "name": "Annual investment needs for coastal protection, by risk strategy (% of GDP) - optimal protection", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Data reflects the level of spending in protection that minimizes the cost of floods, including the prevention of expenditure and damages. This is discussed in Policy Note 5 of the Beyond the Gap report.", "sourceOrganization": "Rozenberg, Julie; Fay, Marianne. 2019. Beyond the Gap : How Countries Can Afford the Infrastructure They Need while Protecting the Planet. Sustainable Infrastructure;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/31291 License: CC BY 3.0 IGO", "topics": []}
{"id": "CC.ISG.FFFE", "name": "Informal employment by sector and gender (% of total) - Agriculture, forestry and fishing - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the share of agriculture (female) employment which is classified as informal employment in the total economy. Data is taken from the United Nations Sustainable Goals, representing Indicator 8.3.1: Proportion of informal employment in total employment, by sector and sex.", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.ISG.FFMA", "name": "Informal employment by sector and gender (% of total) - Agriculture, forestry and fishing - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the share of agriculture (male) employment which is classified as informal employment in the total economy. Data is taken from the United Nations Sustainable Goals, representing Indicator 8.3.1: Proportion of informal employment in total employment, by sector and sex.", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.ISG.NAFE", "name": "Informal employment by sector and gender (% of total) - Non-agriculture - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the share of non-agriculture (female) employment which is classified as informal employment in the total economy. Data is taken from the United Nations Sustainable Goals, representing Indicator 8.3.1: Proportion of informal employment in total employment, by sector and sex.", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.ISG.NAMA", "name": "Informal employment by sector and gender (% of total) - Non-agriculture - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the share of non-agriculture (male) employment which is classified as informal employment in the total economy. Data is taken from the United Nations Sustainable Goals, representing Indicator 8.3.1: Proportion of informal employment in total employment, by sector and sex.", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.ISG.NBFE", "name": "Informal employment by sector and gender (% of total) - No breakdown - Female", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the share of employment that had no-breakdown as either non-agricultural or agricultural (female), which is classified as informal employment in the total economy. Data is taken from the United Nations Sustainable Goals, representing Indicator 8.3.1: Proportion of informal employment in total employment, by sector and sex.", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.ISG.NBMA", "name": "Informal employment by sector and gender (% of total) - No breakdown - Male", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the share of employment that had no-breakdown as either non-agricultural or agricultural (male), which is classified as informal employment in the total economy. Data is taken from the United Nations Sustainable Goals, representing Indicator 8.3.1: Proportion of informal employment in total employment, by sector and sex.", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.KBA.MRN.ZS", "name": "Proportion of freshwater key biodiversity areas (KBAs) covered by protected areas (%)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the proportion of freshwater key biodiversity areas (KBAs) covered by protected areas. Data is taken from the United Nations Sustainable Goals, representing Indicator 15.1.2: Average proportion of Freshwater Key Biodiversity Areas (KBAs) covered by protected areas (percent).", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.KBA.TERR.ZS", "name": "Proportion of terrestrial key biodiversity areas (KBAs) covered by protected areas (%)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the proportion of terrestrial key biodiversity areas (KBAs) covered by protected areas. Data is taken from the United Nations Sustainable Goals, representing Indicator 15.1.2: Average proportion of Terrestrial Key Biodiversity Areas (KBAs) covered by protected areas (percent).", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.NCO.GHG.AG", "name": "Non-CO2 GHG emissions by sector (Mt CO2 eq) - Agriculture", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Agriculture sector non-CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.NCO.GHG.EL", "name": "Non-CO2 GHG emissions by sector (Mt CO2 eq) - Total excluding LUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total non-CO2 emissions (excluding LUCF) are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.NCO.GHG.EN", "name": "Non-CO2 GHG emissions by sector (Mt CO2 eq) - Energy", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Energy sector non-CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.NCO.GHG.FE", "name": "Non-CO2 GHG emissions by sector (Mt CO2 eq) - Fugitive Emissions", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Fugitive sector non-CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.NCO.GHG.IL", "name": "Non-CO2 GHG emissions by sector (Mt CO2 eq) - Total including LUCF", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total non-CO2 emissions (including LUCF) are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.NCO.GHG.IP", "name": "Non-CO2 GHG emissions by sector (Mt CO2 eq) - Industrial Processes", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Industrial Processes sector non-CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.NCO.GHG.LU", "name": "Non-CO2 GHG emissions by sector (Mt CO2 eq) - Land-Use Change and Forestry", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.NCO.GHG.OF", "name": "Non-CO2 GHG emissions by sector (Mt CO2 eq) - Other Fuel Combustion", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Other fuel combustion sector non-CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.NCO.GHG.WA", "name": "Non-CO2 GHG emissions by sector (Mt CO2 eq) - Waste", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Waste sector non-CO2 emissions are generated from the World Resource Institute's Climate Watch. Climate Watch Historical Emission data contains sector-level greenhouse gas (GHG) emissions data for 194 countries and the European Union (EU) for the period 1990-2018, including emissions of the six major GHGs from most major sources and sinks. Non-CO2 emissions are expressed in CO2 equivalents using 100-year global warming potential values from IPCC Fourth Assessment Report. Climate Watch Historical GHG Emissions data (previously published through CAIT Climate Data Explorer) are derived from several sources. Any use of the Land-Use Change and Forestry or Agriculture indicator should be cited as FAO 2020, FAOSTAT Emissions Database. Any use of CO2 emissions from fuel combustion data should be cited as CO2 Emissions from Fuel Combustion, OECD/IEA, 2020.", "sourceOrganization": "Climate Watch. 2020. Washington, DC: World Resources Institute. Available online at: https://www.climatewatchdata.org.", "topics": []}
{"id": "CC.NEFO.IMCR.BA", "name": "Net food imports by crop - Barley", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Net food imports are generated from FAOSTAT, taking Export level (tonnes) from the Import level (tonnes) [both under Trade: Crops and Livestock Products]. Net food imports are a proxy for the country's vulnerability to global food prices.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.NEFO.IMCR.BP", "name": "Net food imports by crop - Rice, paddy", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Net food imports are generated from FAOSTAT, taking Export level (tonnes) from the Import level (tonnes) [both under Trade: Crops and Livestock Products]. Net food imports are a proxy for the country's vulnerability to global food prices.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.NEFO.IMCR.MA", "name": "Net food imports by crop - Maize", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Net food imports are generated from FAOSTAT, taking Export level (tonnes) from the Import level (tonnes) [both under Trade: Crops and Livestock Products]. Net food imports are a proxy for the country's vulnerability to global food prices.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.NEFO.IMCR.RB", "name": "Net food imports by crop - Rice, broken", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Net food imports are generated from FAOSTAT, taking Export level (tonnes) from the Import level (tonnes) [both under Trade: Crops and Livestock Products]. Net food imports are a proxy for the country's vulnerability to global food prices.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": [{}]}
{"id": "CC.NEFO.IMCR.RE", "name": "Net food imports by crop - Rice, paddy (rice milled equivalent)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Net food imports are generated from FAOSTAT, taking Export level (tonnes) from the Import level (tonnes) [both under Trade: Crops and Livestock Products]. Net food imports are a proxy for the country's vulnerability to global food prices.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.NEFO.IMCR.RH", "name": "Net food imports by crop - Rice, husked", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Net food imports are generated from FAOSTAT, taking Export level (tonnes) from the Import level (tonnes) [both under Trade: Crops and Livestock Products]. Net food imports are a proxy for the country's vulnerability to global food prices.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.NEFO.IMCR.RI", "name": "Net food imports by crop - Rice, milled/husked", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Net food imports are generated from FAOSTAT, taking Export level (tonnes) from the Import level (tonnes) [both under Trade: Crops and Livestock Products]. Net food imports are a proxy for the country's vulnerability to global food prices.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.NEFO.IMCR.RM", "name": "Net food imports by crop - Rice, milled", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Net food imports are generated from FAOSTAT, taking Export level (tonnes) from the Import level (tonnes) [both under Trade: Crops and Livestock Products]. Net food imports are a proxy for the country's vulnerability to global food prices.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.NEFO.IMCR.SB", "name": "Net food imports by crop - Soybeans", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Net food imports are generated from FAOSTAT, taking Export level (tonnes) from the Import level (tonnes) [both under Trade: Crops and Livestock Products]. Net food imports are a proxy for the country's vulnerability to global food prices.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.NEFO.IMCR.WH", "name": "Net food imports by crop - Wheat", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Net food imports are generated from FAOSTAT, taking Export level (tonnes) from the Import level (tonnes) [both under Trade: Crops and Livestock Products]. Net food imports are a proxy for the country's vulnerability to global food prices.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.NO.SRC", "name": "Control of Corruption: Number of Sources", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \"capture\" of the state by elites and private interests. Number of sources indicates the number of underlying data sources on which the aggregate estimate is based.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "CC.OIL.PSBC.CN", "name": "Oil pipeline capacity by project status (barrels of oil equivalent per day) - Cancelled", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Oil pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.OIL.PSBC.CO", "name": "Oil pipeline capacity by project status (barrels of oil equivalent per day) - Construction", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Oil pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.OIL.PSBC.ID", "name": "Oil pipeline capacity by project status (barrels of oil equivalent per day) - In Development (Proposed + Construction)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Oil pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.OIL.PSBC.OP", "name": "Oil pipeline capacity by project status (barrels of oil equivalent per day) - Operating", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Oil pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.OIL.PSBC.PR", "name": "Oil pipeline capacity by project status (barrels of oil equivalent per day) - Proposed", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Oil pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.OIL.PSBC.RT", "name": "Oil pipeline capacity by project status (barrels of oil equivalent per day) - Retired", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Oil pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.OIL.PSBC.SH", "name": "Oil pipeline capacity by project status (barrels of oil equivalent per day) - Shelved", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Oil pipeline capacity (barrels of oil equivalent per day), by capacity, is generated from the Global Fossil Infrastructure Tracker (GFIT). The GFIT is an information resource on fossil fuel infrastructure projects and their development. Currently, the GFIT includes all global LNG import terminals and export terminals, and all global oil and gas transmission pipelines over a pre-determined size threshold. The Tracker organizes information in both map and table format. The interactive map format allows users to geographically visualize pipeline routes and terminal locations, while the table format allows users to access additional data points on each project. Both the map and table provide menu-based data filtering options as well as links to further information in project-specific wiki pages housed on GEM.wiki. GFIT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Fossil Infrastructure Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-fossil-infrastructure-tracker/", "topics": []}
{"id": "CC.OPCO.AG.CA1", "name": "Operating coal power capacity by plant age (MW) - Coal plant age (0-9 years)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.AG.CA2", "name": "Operating coal power capacity by plant age (MW) - Coal plant age (10-19 years)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.AG.CA3", "name": "Operating coal power capacity by plant age (MW) - Coal plant age (20-29 years)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.AG.CA4", "name": "Operating coal power capacity by plant age (MW) - Coal plant age (30-39 years)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.AG.CA5", "name": "Operating coal power capacity by plant age (MW) - Coal plant age (40-49 years)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.AG.CA6", "name": "Operating coal power capacity by plant age (MW) - Coal plant age (50-plus years)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.PLTY.CC", "name": "Operating coal power capacity by plant type (MW) - Plant Type (Subcritical/CCS)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.PLTY.CF", "name": "Operating coal power capacity by plant type (MW) - Plant Type (CFB)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.PLTY.IG", "name": "Operating coal power capacity by plant type (MW) - Plant Type (IGCC)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.PLTY.SC", "name": "Operating coal power capacity by plant type (MW) - Plant Type (Supercritical)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.PLTY.SU", "name": "Operating coal power capacity by plant type (MW) - Plant Type (Subcritical)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.PLTY.UK", "name": "Operating coal power capacity by plant type (MW) - Plant Type (Unknown)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.OPCO.PLTY.US", "name": "Operating coal power capacity by plant type (MW) - Plant Type (Ultra-super)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Operating coal power capacity, by plant age, is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.PER.RNK", "name": "Control of Corruption: Percentile Rank", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \"capture\" of the state by elites and private interests.  Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "CC.PER.RNK.LOWER", "name": "Control of Corruption: Percentile Rank, Lower Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \"capture\" of the state by elites and private interests.  Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "CC.PER.RNK.UPPER", "name": "Control of Corruption: Percentile Rank, Upper Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \"capture\" of the state by elites and private interests.  Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "CC.PRNX.CAT1.ZS", "name": "Percentage of people who believe it is somewhat very likely that they could use the right to use their property of part of it against their will in the next 5 years", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Indicator reflects percentage of people who believe it is somewhat very likely that they could lose the right to use their property of part of it against their will in the next 5 years", "sourceOrganization": "Prindex. Available at: https://www.prindex.net/data/", "topics": []}
{"id": "CC.PRNX.CAT2.ZS", "name": "Percentage of people who believe it is very unlikely or unlikely that they could use the right to use their property of part of it against their will in the next 5 years", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Indicator reflects percentage of people who believe it is very unlikely or unlikely that they could lose the right to use their property of part of it against their will in the next 5 years", "sourceOrganization": "Prindex. Available at: https://www.prindex.net/data/", "topics": []}
{"id": "CC.PRNX.CAT3.ZS", "name": "Percentage of people who say they have formal documents, legally-binding documents that demonstrate their right to live in or use any of their properties", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Indicator reflects percentage of people who say they have formal documents, legally-binding documents that demonstrate their right to live in or use any of their properties", "sourceOrganization": "Prindex. Available at: https://www.prindex.net/data/", "topics": []}
{"id": "CC.PRNX.CAT4.ZS", "name": "Percentage of people who say they have informal documents that demonstrate their right to live in or use any of their properties", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Indicator reflects percentage of people who say they have informal documents that demonstrate their right to live in or use any of their properties", "sourceOrganization": "Prindex. Available at: https://www.prindex.net/data/", "topics": []}
{"id": "CC.PRNX.CAT5.ZS", "name": "Percentage of people who say they have no documents or informal documents that demonstrate their right to live in or use any of their properties", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Indicator reflects percentage of people who say they have no documents or informal documents that demonstrate their right to live in or use any of their properties", "sourceOrganization": "Prindex. Available at: https://www.prindex.net/data/", "topics": []}
{"id": "CC.PRO.ANI", "name": "Average supply of protein of animal origin (g/cap/day)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Average supply of protein of animal origin reflects a 3-year average from the Suite of Food Security Indicators on FAOSTAT. Suite of Food Security Indicators presents the core set of food security indicators. Following the recommendation of experts gathered in the Committee on World Food Security (CFS) Round Table on hunger measurement, hosted at FAO headquarters in September 2011, an initial set of indicators aiming to capture various aspects of food insecurity is presented on FAOSTAT. The choice of the indicators has been informed by expert judgment and the availability of data with sufficient coverage to enable comparisons across regions and over time. Many of these indicators are produced and published elsewhere by FAO and other international organizations. They are reported on FAOSTAT in a single database with the aim of building a wide food security information system. More indicators will be added to this set as more data will become available. Indicators are classified along the four dimensions of food security -- availability, access, utilization and stability. This work is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO license (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). In addition to this license, some database specific terms of use are listed: Terms of Use of Datasets.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.PSVOL.MOD.AI", "name": "Passenger volume by mode (billion tons-km) - Air transport", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.PSVOL.MOD.RA", "name": "Passenger volume by mode (billion tons-km) - Rail transport", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the passenger volume attributable to rail transport. Data is taken from the United Nations Sustainable Goals, representing Indicator 9.1.2: Passenger volume (passenger kilometres) by mode of transport.", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.PSVOL.MOD.RO", "name": "Passenger volume by mode (billion tons-km) - Road transport", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the passenger volume attributable to road transport. Data is taken from the United Nations Sustainable Goals, representing Indicator 9.1.2: Passenger volume (passenger kilometres) by mode of transport.", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.PUN.TOTL", "name": "Prevalence of undernourishment (3-year average) (% of total)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Prevalence of undernourishment relfects a 3-year average from the Suite of Food Security Indicators on FAOSTAT. Suite of Food Security Indicators presents the core set of food security indicators. Following the recommendation of experts gathered in the Committee on World Food Security (CFS) Round Table on hunger measurement, hosted at FAO headquarters in September 2011, an initial set of indicators aiming to capture various aspects of food insecurity is presented on FAOSTAT. The choice of the indicators has been informed by expert judgment and the availability of data with sufficient coverage to enable comparisons across regions and over time. Many of these indicators are produced and published elsewhere by FAO and other international organizations. They are reported on FAOSTAT in a single database with the aim of building a wide food security information system. More indicators will be added to this set as more data will become available. Indicators are classified along the four dimensions of food security -- availability, access, utilization and stability. This work is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO license (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). In addition to this license, some database specific terms of use are listed: Terms of Use of Datasets.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.RIC.PECA", "name": "Rice supply quantity (g/capita/day)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Rice supply is taken from crops processed (domain), food supply quantity (element), rice milled (item) of the Crop statistics (FAOSTAT). FAOSTAT Crop statistics are recorded for 173 products, covering the following categories: Crops Primary, Fibre Crops Primary, Cereals, Coarse Grain, Citrus Fruit, Fruit, Jute Jute-like Fibres, Oilcakes Equivalent, Oil crops Primary, Pulses, Roots and Tubers, Treenuts and Vegetables and Melons. Data are expressed in terms of area harvested, production quantity and yield. The objective is to comprehensively cover production of all primary crops for all countries and regions in the world.Cereals: Area and production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed or silage or used for grazing are therefore excluded. Area data relate to harvested area. Some countries report sown or cultivated area only. This work is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO license (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). In addition to this license, some database specific terms of use are listed: Terms of Use of Datasets.", "sourceOrganization": "FAOSTAT. Available at: http://www.fao.org/faostat/en/#data", "topics": []}
{"id": "CC.RISK.AST.ZS", "name": "Risk to asset (average annual losses as % of GDP)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Risk to asset indicator is intended to be viewed with risk to wellbeing indicator (both reported as average annual losses as % of GDP). The Unbreakable report which the indicators are taken from moves beyond asset and production losses and shifts its attention to how natural disasters affect people\u2019s well-being. Disasters are far greater threats to well-being than traditional estimates suggest. This approach provides a more nuanced view of natural disasters than usual reporting, and a perspective that takes fuller account of poor people\u2019s vulnerabilities.", "sourceOrganization": "Hallegatte, Stephane; Vogt-Schilb, Adrien; Bangalore, Mook; Rozenberg, Julie. 2017. Unbreakable : Building the Resilience of the Poor in the Face of Natural Disasters. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/25335 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.RISK.WELL.ZS", "name": "Risk to wellbeing (average annual losses as % of GDP)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Risk to wellbeing indicator is intended to be viewed with risk to asset indicator (both reported as average annual losses as % of GDP). The Unbreakable report which the indicators are taken from moves beyond asset and production losses and shifts its attention to how natural disasters affect people\u2019s well-being. Disasters are far greater threats to well-being than traditional estimates suggest. This approach provides a more nuanced view of natural disasters than usual reporting, and a perspective that takes fuller account of poor people\u2019s vulnerabilities.", "sourceOrganization": "Hallegatte, Stephane; Vogt-Schilb, Adrien; Bangalore, Mook; Rozenberg, Julie. 2017. Unbreakable : Building the Resilience of the Poor in the Face of Natural Disasters. Climate Change and Development;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/25335 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.SE.CAT1.ZS", "name": "Percentage of population with No Education", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.SE.CAT2.ZS", "name": "Percentage of population with Primary Education", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Education status as a percentage of the total population is disaggregated from the Global Jobs Indicatos Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.SE.CAT3.ZS", "name": "Percentage of population with Secondary Education", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Education status as a percentage of the total population is disaggregated from the Global Jobs Indicatos Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.SE.CAT4.ZS", "name": "Percentage of population with Post Secondary Education", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.SE.NYRS.AVG", "name": "Mean number of years of education completed, aged 17 and older", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Mean number of years of education completed (aged 17+) is disaggregated from the Global Jobs Indicatos Database. The Database covers socio-demographics, labor force status and employment type, employment composition by sector and occupation, education level completed, hours worked, and earnings. The database was compiled from national surveys and subnational microdata which was first harmonized for the Bank-wide I2D2 database, then quality checked by the Jobs Group.", "sourceOrganization": "Global Jobs Indicators Database, The World Bank. Available at: https://databank.worldbank.org/source/global-jobs-indicators-database-(join)", "topics": []}
{"id": "CC.SH.AIRP.AIR", "name": "Mortality rate attributable to household air pollution (deaths per 100 000 population)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the mortality rate attributable to household air pollution as a factor of deaths per 100 000 population. Data is taken from the United Nations Sustainable Goals, representing Indicator 3.9.1: Crude death rate attributed to ambient air pollution (deaths per 100 000 population).", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.SH.AIRP.AMB", "name": "Mortality rate attributable to ambient air pollution (deaths per 100 000 population)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator presents the mortality rate attributable to ambient air pollution as a factor of deaths per 100 000 population. Data is taken from the United Nations Sustainable Goals, representing Indicator 3.9.1: Crude death rate attributed to household air pollution (deaths per 100 000 population).", "sourceOrganization": "UN Open Data Hub. Available at: https://unstats-undesa.opendata.arcgis.com/", "topics": []}
{"id": "CC.SP.COV.ZS", "name": "Share of population covered by at least one social protection benefit (%)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "This indicator conveys the share of the population effectively covered by a social protection system, including social protection floors. It also provides the coverage rates of the main components of social protection: child and maternity benefits, support for persons without a job, persons with disabilities, victims of work injuries and older persons. For more information, refer to the concepts and definitions page. Alternate source for this information is UN open data hub, SDG Indicator 1.3.1: Proportion of population covered by social protection floors/systems (%) | Annual", "sourceOrganization": "International Labour Organization - ILOSTAT database, https://ilostat.ilo.org/data", "topics": []}
{"id": "CC.SP.EXP.ZS", "name": "Public social protection expenditure (%of GDP)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.STD.ERR", "name": "Control of Corruption: Standard Error", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \"capture\" of the state by elites and private interests.   Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "CC.TCFD.COMP.CB", "name": "Number of companies that are TCFD compliant by sector - Central Bank", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.CD", "name": "Number of companies that are TCFD compliant by sector - Consumer Discretionary", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.CM", "name": "Number of companies that are TCFD compliant by sector - Communication Services", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.CS", "name": "Number of companies that are TCFD compliant by sector - Consumer Staples", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.EN", "name": "Number of companies that are TCFD compliant by sector - Energy", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.TCFD.COMP.FI", "name": "Number of companies that are TCFD compliant by sector - Financials", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.GO", "name": "Number of companies that are TCFD compliant by sector - Government", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.HC", "name": "Number of companies that are TCFD compliant by sector - Health Care", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.IN", "name": "Number of companies that are TCFD compliant by sector - Industrials", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.TCFD.COMP.IT", "name": "Number of companies that are TCFD compliant by sector - Information Technology", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.MT", "name": "Number of companies that are TCFD compliant by sector - Materials", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.OT", "name": "Number of companies that are TCFD compliant by sector - Other", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.RE", "name": "Number of companies that are TCFD compliant by sector - Real Estate", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.TR", "name": "Number of companies that are TCFD compliant by sector - Transportation", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.TCFD.COMP.UT", "name": "Number of companies that are TCFD compliant by sector - Utilities", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "TCFD compliant company data is sourced from the Task Force on Climate-Related Financial Disclosures and aggregated into sector brackets. The Task Force on Climate-related Financial Disclosures (TCFD) provides a framework for companies and other organizations to develop more effective climate related financial disclosures through their existing reporting processes.", "sourceOrganization": "Task Force on Climate-Related Financial Disclosures. Available at: https://www.fsb-tcfd.org/supporters/", "topics": []}
{"id": "CC.THHZ.RANK.CF", "name": "Natural hazard levels - Coastal flood", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Natural Hazard levels from Coastal Flood are generated from ThinkHazard! data available from the Climate Change Knowledge Portal. ThinkHazard! provides a general view of the hazards, for a given location, that should be considered in project design and implementation to promote disaster and climate resilience.  Teams interested in historical and future climate, vulnerabilities and impacts should utilize the CCKP resource [available at: https://climateknowledgeportal.worldbank.org/]. This resource allows users to explore data across 40+ indicators, at different aggregations (national and sub-national), with annual and seasonal calculations.", "sourceOrganization": "ThinkHazard! data [https://thinkhazard.org/en/] taken from the Climate Change Knowledge Portal [available at: https://climateknowledgeportal.worldbank.org/]", "topics": []}
{"id": "CC.THHZ.RANK.CY", "name": "Natural hazard levels - Cyclone", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Natural Hazard levels from Cyclones are generated from ThinkHazard! data available from the Climate Change Knowledge Portal. ThinkHazard! provides a general view of the hazards, for a given location, that should be considered in project design and implementation to promote disaster and climate resilience.  Teams interested in historical and future climate, vulnerabilities and impacts should utilize the CCKP resource [available at: https://climateknowledgeportal.worldbank.org/]. This resource allows users to explore data across 40+ indicators, at different aggregations (national and sub-national), with annual and seasonal calculations.", "sourceOrganization": "ThinkHazard! data [https://thinkhazard.org/en/] taken from the Climate Change Knowledge Portal [available at: https://climateknowledgeportal.worldbank.org/]", "topics": []}
{"id": "CC.THHZ.RANK.EH", "name": "Natural hazard levels - Extreme heat", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Natural Hazard levels from Extreme Heat are generated from ThinkHazard! data available from the Climate Change Knowledge Portal. ThinkHazard! provides a general view of the hazards, for a given location, that should be considered in project design and implementation to promote disaster and climate resilience.  Teams interested in historical and future climate, vulnerabilities and impacts should utilize the CCKP resource [available at: https://climateknowledgeportal.worldbank.org/]. This resource allows users to explore data across 40+ indicators, at different aggregations (national and sub-national), with annual and seasonal calculations.", "sourceOrganization": "ThinkHazard! data [https://thinkhazard.org/en/] taken from the Climate Change Knowledge Portal [available at: https://climateknowledgeportal.worldbank.org/]", "topics": []}
{"id": "CC.THHZ.RANK.EQ", "name": "Natural hazard levels - Earthquake", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Natural Hazard levels from Earthquakes are generated from ThinkHazard! data available from the Climate Change Knowledge Portal. ThinkHazard! provides a general view of the hazards, for a given location, that should be considered in project design and implementation to promote disaster and climate resilience.  Teams interested in historical and future climate, vulnerabilities and impacts should utilize the CCKP resource [available at: https://climateknowledgeportal.worldbank.org/]. This resource allows users to explore data across 40+ indicators, at different aggregations (national and sub-national), with annual and seasonal calculations.", "sourceOrganization": "ThinkHazard! data [https://thinkhazard.org/en/] taken from the Climate Change Knowledge Portal [available at: https://climateknowledgeportal.worldbank.org/]", "topics": []}
{"id": "CC.THHZ.RANK.LS", "name": "Natural hazard levels - Landslide", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Natural Hazard levels from Landslides are generated from ThinkHazard! data available from the Climate Change Knowledge Portal. ThinkHazard! provides a general view of the hazards, for a given location, that should be considered in project design and implementation to promote disaster and climate resilience.  Teams interested in historical and future climate, vulnerabilities and impacts should utilize the CCKP resource [available at: https://climateknowledgeportal.worldbank.org/]. This resource allows users to explore data across 40+ indicators, at different aggregations (national and sub-national), with annual and seasonal calculations.", "sourceOrganization": "ThinkHazard! data [https://thinkhazard.org/en/] taken from the Climate Change Knowledge Portal [available at: https://climateknowledgeportal.worldbank.org/]", "topics": []}
{"id": "CC.THHZ.RANK.RF", "name": "Natural hazard levels - River flood", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Natural Hazard levels from River Flood are generated from ThinkHazard! data available from the Climate Change Knowledge Portal. ThinkHazard! provides a general view of the hazards, for a given location, that should be considered in project design and implementation to promote disaster and climate resilience.  Teams interested in historical and future climate, vulnerabilities and impacts should utilize the CCKP resource [available at: https://climateknowledgeportal.worldbank.org/]. This resource allows users to explore data across 40+ indicators, at different aggregations (national and sub-national), with annual and seasonal calculations.", "sourceOrganization": "ThinkHazard! data [https://thinkhazard.org/en/] taken from the Climate Change Knowledge Portal [available at: https://climateknowledgeportal.worldbank.org/]", "topics": []}
{"id": "CC.THHZ.RANK.TS", "name": "Natural hazard levels - Tsunami", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Natural Hazard levels from Tsunamis are generated from ThinkHazard! data available from the Climate Change Knowledge Portal. ThinkHazard! provides a general view of the hazards, for a given location, that should be considered in project design and implementation to promote disaster and climate resilience.  Teams interested in historical and future climate, vulnerabilities and impacts should utilize the CCKP resource [available at: https://climateknowledgeportal.worldbank.org/]. This resource allows users to explore data across 40+ indicators, at different aggregations (national and sub-national), with annual and seasonal calculations.", "sourceOrganization": "ThinkHazard! data [https://thinkhazard.org/en/] taken from the Climate Change Knowledge Portal [available at: https://climateknowledgeportal.worldbank.org/]", "topics": []}
{"id": "CC.THHZ.RANK.UF", "name": "Natural hazard levels - Urban flood", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Natural Hazard levels from Urban Flood are generated from ThinkHazard! data available from the Climate Change Knowledge Portal. ThinkHazard! provides a general view of the hazards, for a given location, that should be considered in project design and implementation to promote disaster and climate resilience.  Teams interested in historical and future climate, vulnerabilities and impacts should utilize the CCKP resource [available at: https://climateknowledgeportal.worldbank.org/]. This resource allows users to explore data across 40+ indicators, at different aggregations (national and sub-national), with annual and seasonal calculations.", "sourceOrganization": "ThinkHazard! data [https://thinkhazard.org/en/] taken from the Climate Change Knowledge Portal [available at: https://climateknowledgeportal.worldbank.org/]", "topics": []}
{"id": "CC.THHZ.RANK.WF", "name": "Natural hazard levels - Wildfire", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.TNET.CYC.ZS", "name": "Share of transport network exposed to cyclones (%)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Share of transport network that is exposed to cyclones, represented as a percentage of the total transport network within a given country. This metric measures the fraction of the transport network that has a significant risk of experiencing an intense cyclone (the threshold is country dependent, based on the expected resistance of the infrastructure in the country).", "sourceOrganization": "Hallegatte, Stephane; Rentschler, Jun; Rozenberg, Julie. 2019. Lifelines : The Resilient Infrastructure Opportunity. Sustainable Infrastructure;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/31805 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.TNET.EAR.ZS", "name": "Share of transport network exposed to earthquakes (%)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Share of transport network that is exposed to earthquakes, represented as a percentage of the total transport network within a given country. This metric measures the fraction of the transport network that has a significant risk of experiencing an intense earthquake (the threshold is country dependent, based on the expected resistance of the infrastructure in the country).", "sourceOrganization": "Hallegatte, Stephane; Rentschler, Jun; Rozenberg, Julie. 2019. Lifelines : The Resilient Infrastructure Opportunity. Sustainable Infrastructure;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/31805 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.TNET.FLD.ZS", "name": "Share of transport network exposed to floods (%)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Share of transport network that is exposed to floods, represented as a percentage of the total transport network within a given country. This metric measures the fraction of the transport network that has a significant risk of experiencing an intense flood (the threshold is country dependent, based on the expected resistance of the infrastructure in the country).", "sourceOrganization": "Hallegatte, Stephane; Rentschler, Jun; Rozenberg, Julie. 2019. Lifelines : The Resilient Infrastructure Opportunity. Sustainable Infrastructure;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/31805 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.TNET.INV.ZS", "name": "Annual investments needed to make transport infrastructure more resilient by 2030 (% of baseline investment costs)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.TNET.NAT.ZS", "name": "Share of transport network exposed to natural disasters (%)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Share of transport network that is exposed to natural disasters, represented as a percentage of the total transport network within a given country. This metric measures the fraction of the transport network that has a significant risk of experiencing an intense natural disaster (the threshold is country dependent, based on the expected resistance of the infrastructure in the country). In this instance natural disaster total reflects the results of earthquakes, floods, and cyclones.", "sourceOrganization": "Hallegatte, Stephane; Rentschler, Jun; Rozenberg, Julie. 2019. Lifelines : The Resilient Infrastructure Opportunity. Sustainable Infrastructure;. Washington, DC: World Bank. \u00a9 World Bank. https://openknowledge.worldbank.org/handle/10986/31805 License: CC BY 3.0 IGO.", "topics": []}
{"id": "CC.TNET.REP.FAC", "name": "Resilient infrastructure would reduce annual repair cost by a factor", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.TOT.GHG.GR", "name": "Total GHG emissions growth in the period 2012-2018 (%)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.TOTL.COCA.AN", "name": "Total coal capacity by plant status (MW) - Announced", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CC.TOTL.COCA.CA", "name": "Total coal capacity by plant status (MW) - Cancelled", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total coal capacity by plant status is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.TOTL.COCA.CO", "name": "Total coal capacity by plant status (MW) - Construction", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total coal capacity by plant status is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.TOTL.COCA.MB", "name": "Total coal capacity by plant status (MW) - Mothballed", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total coal capacity by plant status is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.TOTL.COCA.OP", "name": "Total coal capacity by plant status (MW) - Operating", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total coal capacity by plant status is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.TOTL.COCA.PE", "name": "Total coal capacity by plant status (MW) - Permitted", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total coal capacity by plant status is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.TOTL.COCA.PP", "name": "Total coal capacity by plant status (MW) - Pre-permit", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total coal capacity by plant status is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.TOTL.COCA.RE", "name": "Total coal capacity by plant status (MW) - Retired", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total coal capacity by plant status is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CC.TOTL.COCA.SH", "name": "Total coal capacity by plant status (MW) - Shelved", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "Total coal capacity by plant status is generated from the Global Coal Plant Tracker (GCPT). The GCPT provides information on coal-fired power units from around the world generating 30 megawatts and above. The GCPT catalogues every operating coal-fired generating unit, every new unit proposed since 2010, and every unit retired since 2000. Units often consist of a boiler and turbine, and several units may make up one coal-fired power station. The map and underlying data is updated bi-annually, in January and July. Each plant included in the tracker is linked to a wiki page on GEM.wiki, which provides additional details. GCPT was accessed in July 2021 to generate this data.", "sourceOrganization": "Global Coal Plant Tracker, Global Energy Monitor. Available at: https://globalenergymonitor.org/projects/global-coal-plant-tracker/", "topics": []}
{"id": "CM.FIN.INTL.GD.ZS", "name": "Financing via international capital markets (gross inflows, % of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CM.MKT.INDX.ZG", "name": "S&P Global Equity Indices (annual % change)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "S&P Global Equity Indices measure the U.S. dollar price change in the stock markets covered by the S&P/IFCI and S&P/Frontier BMI country indices.", "sourceOrganization": "Standard & Poor's, Global Stock Markets Factbook and supplemental S&P data.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "CM.MKT.LCAP.CD", "name": "Market capitalization of listed domestic companies (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Market capitalization (also known as market value) is the share price times the number of shares outstanding (including their several classes) for listed domestic companies. Investment funds, unit trusts, and companies whose only business goal is to hold shares of other listed companies are excluded. Data are end of year values converted to U.S. dollars using corresponding year-end foreign exchange rates.", "sourceOrganization": "World Federation of Exchanges database.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "CM.MKT.LCAP.GD.ZS", "name": "Market capitalization of listed domestic companies (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Market capitalization (also known as market value) is the share price times the number of shares outstanding (including their several classes) for listed domestic companies. Investment funds, unit trusts, and companies whose only business goal is to hold shares of other listed companies are excluded. Data are end of year values.", "sourceOrganization": "World Federation of Exchanges database.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "CM.MKT.LDOM.NO", "name": "Listed domestic companies, total", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Listed domestic companies, including foreign companies which are exclusively listed, are those which have shares listed on an exchange at the end of the year. Investment funds, unit trusts, and companies whose only business goal is to hold shares of other listed companies, such as holding companies and investment companies, regardless of their legal status, are excluded. A company with several classes of shares is counted once. Only companies admitted to listing on the exchange are included.", "sourceOrganization": "World Federation of Exchanges database.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "CM.MKT.TRAD.CD", "name": "Stocks traded, total value (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The value of shares traded is the total number of shares traded, both domestic and foreign, multiplied by their respective matching prices. Figures are single counted (only one side of the transaction is considered). Companies admitted to listing and admitted to trading are included in the data. Data are end of year values converted to U.S. dollars using corresponding year-end foreign exchange rates.", "sourceOrganization": "World Federation of Exchanges database.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "CM.MKT.TRAD.GD.ZS", "name": "Stocks traded, total value (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The value of shares traded is the total number of shares traded, both domestic and foreign, multiplied by their respective matching prices. Figures are single counted (only one side of the transaction is considered). Companies admitted to listing and admitted to trading are included in the data. Data are end of year values.", "sourceOrganization": "World Federation of Exchanges database.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "CM.MKT.TRNR", "name": "Stocks traded, turnover ratio of domestic shares (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Turnover ratio is the value of domestic shares traded divided by their market capitalization. The value is annualized by multiplying the monthly average by 12.", "sourceOrganization": "World Federation of Exchanges database.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "CoCA", "name": "Cost of an energy sufficient diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoCA_fexp", "name": "Affordability of an energy sufficient diet: ratio of cost to food expenditures", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoCA_headcount", "name": "Percent of the population who cannot afford sufficient calories", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoCA_pov", "name": "Affordability of an energy sufficient diet: ratio of cost to the food poverty line", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoCA_unafford_n", "name": "Millions of people who cannot afford sufficient calories", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD", "name": "Cost of a healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_asf", "name": "Cost of animal-source foods", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_asf_prop", "name": "Cost share for animal-sourced foods in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_asf_ss", "name": "Cost of animal-sourced foods relative to the starchy staples in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_CoCA", "name": "Cost of a healthy diet relative to the cost of sufficient energy from starchy staples", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_f", "name": "Cost of fruits", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_f_prop", "name": "Cost share for fruits in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_f_ss", "name": "Cost of fruits relative to the starchy staples in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_fexp", "name": "Affordability of a healthy diet: ratio of cost to food expenditures", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_headcount", "name": "Percent of the population who cannot afford a healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_lns", "name": "Cost of legumes, nuts and seeds", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_lns_prop", "name": "Cost share for legumes, nuts and seeds in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_lns_ss", "name": "Cost of legumes, nuts and seeds relative to the starchy staples in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_of", "name": "Cost of oils and fats", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_of_prop", "name": "Cost share for oils and fats in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_of_ss", "name": "Cost of oils and fats relative to the starchy staples in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_pov", "name": "Affordability of a healthy diet: ratio of cost to the food poverty line", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_ss", "name": "Cost of starchy staples", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_ss_prop", "name": "Cost share for starchy staples in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_unafford_n", "name": "Millions of people who cannot afford a healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_v", "name": "Cost of vegetables", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_v_prop", "name": "Cost share for vegetables in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoHD_v_ss", "name": "Cost of vegetables relative to the starchy staples in a least-cost healthy diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoNA", "name": "Cost of a nutrient adequate diet", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoNA_fexp", "name": "Affordability of a nutrient adequate diet: ratio of cost to food expenditures", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoNA_headcount", "name": "Percent of the population who cannot afford nutrient adequacy", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoNA_pov", "name": "Affordability of a nutrient adequate diet: ratio of cost to the food poverty line", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CoNA_unafford_n", "name": "Millions of people who cannot afford nutrient adequacy", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CORENS", "name": "Core CPI,not seas.adj,,,", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CORESA", "name": "Core CPI,seas.adj,,,", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CPTOTNSXN", "name": "CPI Price, nominal", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "The consumer price index reflects the change in prices for the average consumer of a constant basket of consumer goods. Data is not seasonally adjusted.", "sourceOrganization": "World Bank staff calculations based on Datastream data.", "topics": []}
{"id": "CPTOTSAXMZGY", "name": "CPI Price, % y-o-y, median weighted, seas. adj.", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Median inflation rate calculated for geographical aggregates (regions, world, etc) of the annual percent change of the CPI. Data is seasonally adjusted.", "sourceOrganization": "World Bank staff calculations based on Datastream data.", "topics": []}
{"id": "CPTOTSAXN", "name": "CPI Price, nominal, seas. adj.", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "The consumer price index reflects the change in prices for the average consumer of a constant basket of consumer goods. Data is in nominal terms and seasonally adjusted.", "sourceOrganization": "World Bank staff calculations based on Datastream data.", "topics": []}
{"id": "CPTOTSAXNZGY", "name": "CPI Price, % y-o-y, nominal, seas. adj.", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "The consumer price index reflects the change in prices for the average consumer of a constant basket of consumer goods. Data is in nominal percentage terms, measured on a year-on-year basis, and seasonally adjusted.", "sourceOrganization": "World Bank staff calculations based on Datastream data.", "topics": []}
{"id": "CRPFM-1", "name": "Budget alignment with climate change strategies", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-1.1", "name": "Budget alignment with climate change strategies", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-10", "name": "Compliance of climate-related expenditure", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-10.1", "name": "Effectiveness of the systems of controls", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-10.2", "name": "Compliance of transactions", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-11", "name": "Climate-responsive fiscal decentralization", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-11.1", "name": "Climate-responsive fiscal decentralization arrangements", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-11.2", "name": "Climate-responsive fiscal transfers", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-11.3", "name": "Climate-responsive PFM arrangements applied by subnational governments", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-12", "name": "Climate related performance information", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-12.1", "name": "Climate related information in performance plans", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-12.2", "name": "Climate  related  information  in  performance reports", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-13", "name": "Climate-related evaluation", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-13.1", "name": "Climate-related evaluation of expenditure", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-13.2", "name": "Climate-related evaluation of taxes", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-14", "name": "Expenditure  outturn for climate activities", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-14.1", "name": "Aggregate climate related-expenditure outturn", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-14.2", "name": "Climate-related expenditure composition outturn", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-2", "name": "Tracking climate-related expenditure", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-2.1", "name": "Tracking climate-related expenditure", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-3", "name": "Climate-responsive budget circular", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-3.1", "name": "Climate-responsive budget circular", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-4", "name": "Legislative scrutiny", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-4.1", "name": "Legislative scrutiny of budget", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-4.2", "name": "Legislative scrutiny of audit and evaluation reports", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-5", "name": "Climate-responsive public investment management", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-5.1", "name": "Climate-responsive  provisions in regulatory framework for public investment management", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-5.2", "name": "Climate-responsive provisions for project appraisal", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-5.3", "name": "Climate-responsive provisions for project selection", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-5.4", "name": "Reporting from entities in charge of implementation", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-6", "name": "Climate-responsive non-financial asset management", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-6.1", "name": "Climate-responsive non-financial asset management", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-7", "name": "Climate-related liabilities", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-7.1", "name": "Fiscal risks arising from climate-related contingent liabilities", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-7.2", "name": "Climate-related debt and guarantees", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-8", "name": "Climate-responsive public procurement", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-8.1", "name": "Climate-responsive public procurement framework", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-8.2", "name": "Climate-responsive public procurement operations", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-8.3", "name": "Climate-responsive public procurement monitoring", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-8.4", "name": "Climate-responsive public procurement reporting", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-9", "name": "Climate-responsive tax administration", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-9.1", "name": "Climate-related tax management, audit, and investigation", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "CRPFM-9.2", "name": "Climate-related tax arrears", "unit": "", "source": {"id": "91", "value": "PEFA_CRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "D-1", "name": "Predictability of Direct Budget Support", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "D-1.1", "name": "(i) Annual deviation of actual budget support from the forecast provided by the donor agencies at least six weeks prior to the government submitting its budget proposals to the legislature (or equivalent approving body)", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "D-1.2", "name": "(ii) In-year timeliness of donor disbursements (compliance with aggregate quarterly estimates)", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "D-2", "name": "Financial information provided by donors for budgeting and reporting on project and program aid", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "D-2.1", "name": "(i) Completeness and timeliness of budget estimates by donors for project support", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "D-2.2", "name": "(ii) Frequency and coverage of reporting by donors on actual donor flows for project support", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "D-3", "name": "Proportion of aid that is managed by use of national procedures", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "D1i", "name": "063.Product Entry Rate of Incumbents: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D1ii", "name": "064.Product Entry Rate of Incumbents: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D1iii", "name": "065.Product Entry Rate of Incumbents: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D2i", "name": "066.Product Entry Rate of Surviving Entrants: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D2ii", "name": "067.Product Entry Rate of Surviving Entrants: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D2iii", "name": "068.Product Entry Rate of Surviving Entrants: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D3i", "name": "069.Share of New Products in TEV of Incumbents: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D3ii", "name": "070.Share of New Products in TEV of Incumbents: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D3iii", "name": "071.Share of New Products in TEV of Incumbents: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D4i", "name": "072.Share of New Products in TEV of Surviving Entrants: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": [{}]}
{"id": "D4ii", "name": "073.Share of New Products in TEV of Surviving Entrants: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D4iii", "name": "074.Share of New Products in TEV of Surviving Entrants: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D5i", "name": "075.Product Exit Rate of Incumbents: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D5ii", "name": "076.Product Exit Rate of Incumbents: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D5iii", "name": "077.Product Exit Rate of Incumbents: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D6i", "name": "078.Product Survival Rate of 2-year Incumbents: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D6ii", "name": "079.Product Survival Rate of 2-year Incumbents: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "D6iii", "name": "080.Product Survival Rate of 2-year Incumbents: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "DAK.AGR.CR", "name": "Total Specific Allocation Grant for Agriculture (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.EDU.CR", "name": "Total Specific Allocation Grant for Education (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.ENVR.CR", "name": "Total Specific Allocation Grant for Environment (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.FRST.CR", "name": "Total Specific Allocation Grant for Forestry (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.FSH.CR", "name": "Total Specific Allocation Grant for Fishery (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.GOVT.CR", "name": "Total Specific Allocation Grant for Government Sector (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.HE.BSRV.CR", "name": "Total Specific Allocation Grant for Health Sector (Subsect: Basic Services) (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.HE.CR", "name": "Total Specific Allocation Grant for Health (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.HE.RSRV.CR", "name": "Total Specific Allocation Grant for Health Sector (Subsect: Recommended Services) (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.INFR.CR", "name": "Total Specific Allocation Grant for Infrastructure (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.INFR.H2O.CR", "name": "Total Specific Allocation Grant for Infrastructure Sector (Subsect: Water) (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.INFR.IRIG.CR", "name": "Total Specific Allocation Grant for Infrastructure Sector (Subsect: Irrigation) (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.INFR.ROD.CR", "name": "Total Specific Allocation Grant for Infrastructure Sector (Subsect: Road) (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.POP.CR", "name": "Total Specific Allocation Grant for Demographic (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.TRAD.CR", "name": "Total Specific Allocation Grant for Trade (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DAK.VILG.CR", "name": "Total Specific Allocation Grant for Village (in IDR Billion)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, Ministry of Finance Regulation", "topics": []}
{"id": "DB.DOD.DLXF.CD", "name": "Central Government External Debt (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DC.AID.TOTL.CD", "name": "Official aid provided to part II countries (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DC.DAC.AUSL.CD", "name": "Net bilateral aid flows from DAC donors, Australia (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.AUTL.CD", "name": "Net bilateral aid flows from DAC donors, Austria (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.BELL.CD", "name": "Net bilateral aid flows from DAC donors, Belgium (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.CANL.CD", "name": "Net bilateral aid flows from DAC donors, Canada (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.CECL.CD", "name": "Net bilateral aid flows from DAC donors, European Union institutions (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.CHEL.CD", "name": "Net bilateral aid flows from DAC donors, Switzerland (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.CZEL.CD", "name": "Net bilateral aid flows from DAC donors, Czechia (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.DEUL.CD", "name": "Net bilateral aid flows from DAC donors, Germany (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.DNKL.CD", "name": "Net bilateral aid flows from DAC donors, Denmark (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.ESPL.CD", "name": "Net bilateral aid flows from DAC donors, Spain (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.ESTL.CD", "name": "Net bilateral aid flows from DAC donors, Estonia (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DC.DAC.FINL.CD", "name": "Net bilateral aid flows from DAC donors, Finland (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.FRAL.CD", "name": "Net bilateral aid flows from DAC donors, France (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.GBRL.CD", "name": "Net bilateral aid flows from DAC donors, United Kingdom (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.GRCL.CD", "name": "Net bilateral aid flows from DAC donors, Greece (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.HUNL.CD", "name": "Net bilateral aid flows from DAC donors, Hungary (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.IRLL.CD", "name": "Net bilateral aid flows from DAC donors, Ireland (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.ISLL.CD", "name": "Net bilateral aid flows from DAC donors, Iceland (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.ITAL.CD", "name": "Net bilateral aid flows from DAC donors, Italy (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.JPNL.CD", "name": "Net bilateral aid flows from DAC donors, Japan (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.KORL.CD", "name": "Net bilateral aid flows from DAC donors, Korea, Rep. (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.LTUL.CD", "name": "Net bilateral aid flows from DAC donors, Lithuania (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DC.DAC.LUXL.CD", "name": "Net bilateral aid flows from DAC donors, Luxembourg (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.NLDL.CD", "name": "Net bilateral aid flows from DAC donors, Netherlands (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.NORL.CD", "name": "Net bilateral aid flows from DAC donors, Norway (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.NZLL.CD", "name": "Net bilateral aid flows from DAC donors, New Zealand (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.POLL.CD", "name": "Net bilateral aid flows from DAC donors, Poland (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.PRTL.CD", "name": "Net bilateral aid flows from DAC donors, Portugal (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.SVKL.CD", "name": "Net bilateral aid flows from DAC donors, Slovak Republic (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.SVNL.CD", "name": "Net bilateral aid flows from DAC donors, Slovenia (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.SWEL.CD", "name": "Net bilateral aid flows from DAC donors, Sweden (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.TOTL.CD", "name": "Net bilateral aid flows from DAC donors, Total (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.DAC.USAL.CD", "name": "Net bilateral aid flows from DAC donors, United States (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovienia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DC.ODA.COMM.CD", "name": "Total bilateral ODA commitments (current US$)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Bilateral official development assistance (ODA) commitments are firm obligations, expressed in writing and backed by the necessary funds, undertaken by official bilateral donors to provide specified assistance to a recipient country or a multilateral organization. Bilateral commitments are recorded in the full amount of expected transfer, irrespective of the time required for completing disbursements. OECD DAC.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DC.ODA.COMM.SA.CD", "name": "Total bilateral sector allocable ODA commitments (current US$)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Bilateral official development assistance (ODA) commitments are firm obligations, expressed in writing and backed by the necessary funds, undertaken by official bilateral donors to provide specified assistance to a recipient country or a multilateral organization. Bilateral commitments are recorded in the full amount of expected transfer, irrespective of the time required for completing disbursements. Total sector-allocable aid is the sum of aid that can be assigned to specific sectors or multisector activities. OECD DAC.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DC.ODA.SOCL.CD", "name": "Bilateral, sector-allocable ODA to basic social services (current US$)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Bilateral official development assistance (ODA) commitments are firm obligations, expressed in writing and backed by the necessary funds, undertaken by official bilateral donors to provide specified assistance to a recipient country or a multilateral organization. Bilateral commitments are recorded in the full amount of expected transfer, irrespective of the time required for completing disbursements. Total sector-allocable aid is the sum of aid that can be assigned to specific sectors or multisector activities. Basic social services consists of, primary education, basic life skills for youth and adults and early childhood education, basic health care, basic health infrastructure, basic nutrition, infectious disease control, health education and health personnel development, population policy and administrative management, reproductive health care, family planning, sexually transmitted disease (STD) control including HIV/AIDS, personnel development (population & reproductive health), basic drinking water supply and basic sanitation, and multi-sector aid for basic social services. OECD DAC.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DC.ODA.SOCL.ZS", "name": "Bilateral, sector-allocable ODA to basic social services (% of bilateral ODA commitments)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Bilateral official development assistance (ODA) commitments are firm obligations, expressed in writing and backed by the necessary funds, undertaken by official bilateral donors to provide specified assistance to a recipient country or a multilateral organization. Bilateral commitments are recorded in the full amount of expected transfer, irrespective of the time required for completing disbursements. Total sector-allocable aid is the sum of aid that can be assigned to specific sectors or multisector activities. Basic social services consists of, primary education, basic life skills for youth and adults and early childhood education, basic health care, basic health infrastructure, basic nutrition, infectious disease control, health education and health personnel development, population policy and administrative management, reproductive health care, family planning, sexually transmitted disease (STD) control including HIV/AIDS, personnel development (population & reproductive health), basic drinking water supply and basic sanitation, and multi-sector aid for basic social services.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DC.ODA.TLDC.CD", "name": "Net ODA provided, to the least developed countries (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DC.ODA.TLDC.GN.ZS", "name": "Net ODA provided to the least developed countries (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Series is shown as a share of donors' GNI.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DC.ODA.TOTL.CD", "name": "Net ODA provided, total (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DC.ODA.TOTL.GN.ZS", "name": "Net ODA provided, total (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. It is shown as a share of donors' GNI.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DC.ODA.TOTL.KD", "name": "Net ODA provided, total (constant 2021 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. Data are in constant 2021 U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DC.ODA.UNTD.CD", "name": "Bilateral ODA commitments that is untied (current US$)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Bilateral official development assistance (ODA) commitments are firm obligations, expressed in writing and backed by the necessary funds, undertaken by official bilateral donors to provide specified assistance to a recipient country or a multilateral organization. Bilateral commitments are recorded in the full amount of expected transfer, irrespective of the time required for completing disbursements. Untied bilateral official development assistance is assistance from country to country for which the associated goods and services may be fully and freely procured in substantially all countries. OECD DAC.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DC.ODA.UNTD.ZS", "name": "Bilateral ODA commitments that is untied (% of bilateral ODA commitments)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Bilateral official development assistance (ODA) commitments are firm obligations, expressed in writing and backed by the necessary funds, undertaken by official bilateral donors to provide specified assistance to a recipient country or a multilateral organization. Bilateral commitments are recorded in the full amount of expected transfer, irrespective of the time required for completing disbursements. Untied bilateral official development assistance is assistance from country to country for which the associated goods and services may be fully and freely procured in substantially all countries.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DE.DOD.DLXF.CD", "name": "Non-financial Pub. Enterprises Ext. Debt (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DG.DOD.MWBG.CD", "name": "Pub. LT Debt, IBRD&IDA (US$, IBRD DRS - end of year)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DG.DOD.OFFL.CD", "name": "Pub. LT Debt, Official Creditors(US$, IBRD DRS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DG.DOD.PRVT.CD", "name": "Pub. LT Debt, Private Creditors (US$, IBRD DRS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DG.DOD.TOTL.CD", "name": "Public/Pub. Guar. Long-Term Debt(US$, IBRD DRS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DI.DOD.TOTL.CD", "name": "Use of Fund Credit (US$, end of year)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DL.AMT.TOTL.CD", "name": "Repay on Long-Term Loans (US$, as per IBRD DRS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DL.DIS.TOTL.CD", "name": "Disb. of Long-Term Loans (US$, as per IBRD DRS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DL.DOD.CBNK.CD", "name": "Central Bank, incl. IMF credit", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DL.DOD.CGOV.CD", "name": "Central Government", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DL.DOD.LTRM.CD", "name": "Long-Term Debt (by debtor)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DL.DOD.NFPE.CD", "name": "Non-financial Public Enterprices", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DL.DOD.PRSC.CD", "name": "Private sector, incl. non-guaranteed", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DL.DOD.ROGG.CD", "name": "Rest of General Government", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DL.INT.TOTL.CD", "name": "Long-Term Interest Payments (as per IBRD DRS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DL.NFL.TOTL.CD", "name": "Long-Term Loans (net) (US$, as per IBRD DRS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DM.DOD.DLTF.CD", "name": "Central Bank Ext. Debt, incl. IMF credit (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DMGSRMRCHNSCD", "name": "Imports Merchandise, Customs, current US$, millions", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Merchandise (goods) imports, cost, insurance and freight basis (c.i.f.), in current US$ millions, not seasonally adjusted.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DMGSRMRCHNSKD", "name": "Imports Merchandise, Customs, constant US$, millions", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Merchandise (goods) imports, cost, insurance and freight basis (c.i.f.), in constant US$ millions, not seasonally adjusted. The base year is 2005.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DMGSRMRCHNSXD", "name": "Imports Merchandise, Customs, Price, US$", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "The price index of Merchandise (goods) imports, cost, insurance and freight basis (c.i.f.), in constant US$ millions, not seasonally adjusted. The base year is 2005.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DMGSRMRCHSACD", "name": "Imports Merchandise, Customs, current US$, millions, seas. adj.", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Merchandise (goods) imports, cost, insurance and freight basis (c.i.f.), in current US$ millions, seasonally adjusted.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DMGSRMRCHSAKD", "name": "Imports Merchandise, Customs, constant US$, millions, seas. adj.", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Merchandise (goods) exports, cost, insurance and freight basis (c.i.f.), in constant US$ millions, seasonally adjusted. The base year is 2005.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DMGSRMRCHSAXD", "name": "Imports Merchandise, Customs, Price, US$, seas. adj.", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "The price index of Merchandise (goods) imports, cost, insurance and freight basis (c.i.f.), in constant US$ millions, seasonally adjusted. The base year is 2005.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DN.DOD.TOTL.CD", "name": "Non-guar. Private Long-Term Debt(US$, IBRD DRS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.BC", "name": "Gross PSD, Budgetary Central Gov., All maturities, All instruments, Domestic creditors, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.BC.CD", "name": "Gross PSD, Budgetary Central Gov., All maturities, All instruments, Domestic creditors, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.BC.Z1", "name": "Gross PSD, Budgetary Central Gov., All maturities, All instruments, Domestic creditors, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.CG", "name": "Gross PSD, Central Gov., All maturities, All instruments, Domestic creditors, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.CG.CD", "name": "Gross PSD, Central Gov., All maturities, All instruments, Domestic creditors, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.CG.Z1", "name": "Gross PSD, Central Gov., All maturities, All instruments, Domestic creditors, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": [{}]}
{"id": "DP.DOD.DECD.CR.FC", "name": "Gross PSD, Financial Public Corp., All maturities, All instruments, Domestic creditors, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.FC.CD", "name": "Gross PSD, Financial Public Corp., All maturities, All instruments, Domestic creditors, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.FC.Z1", "name": "Gross PSD, Financial Public Corp., All maturities, All instruments, Domestic creditors, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.GG", "name": "Gross PSD, General Gov., All maturities, All instruments, Domestic creditors, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.GG.CD", "name": "Gross PSD, General Gov., All maturities, All instruments, Domestic creditors, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.GG.Z1", "name": "Gross PSD, General Gov., All maturities, All instruments, Domestic creditors, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.NF", "name": "Gross PSD, Nonfinancial Public Corp., All maturities, All instruments, Domestic creditors, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., All maturities, All instruments, Domestic creditors, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.NF.Z1", "name": "Gross PSD, Nonfinancial Public Corp., All maturities, All instruments, Domestic creditors, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.PS", "name": "Gross PSD, Public Sector, All maturities, All instruments, Domestic creditors, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECD.CR.PS.CD", "name": "Gross PSD, Total, All maturities, All instruments, Domestic creditors, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DECF.CR.BC", "name": "Gross PSD, Budgetary Central Gov., All maturities, All instruments, Foreign currency, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLCD.CR.GG.CD", "name": "Gross PSD, General Gov., All maturities, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.GG.Z1", "name": "Gross PSD, General Gov., All maturities, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.BC", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.BC.CD", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.BC.Z1", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.CG", "name": "Gross PSD, Central Gov., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.CG.CD", "name": "Gross PSD, Central Gov., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.CG.Z1", "name": "Gross PSD, Central Gov., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.FC", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.FC.CD", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.FC.Z1", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": [{}]}
{"id": "DP.DOD.DLCD.CR.L1.GG", "name": "Gross PSD, General Gov., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.GG.CD", "name": "Gross PSD, General Gov., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.GG.Z1", "name": "Gross PSD, General Gov., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.NF", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.NF.Z1", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.PS", "name": "Gross PSD, Public Sector, Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.L1.PS.CD", "name": "Gross PSD, Total, Long-term, With payment due in one year or less, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.BC", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.BC.CD", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.BC.Z1", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.CG", "name": "Gross PSD, Central Gov., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.CG.CD", "name": "Gross PSD, Central Gov., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.CG.Z1", "name": "Gross PSD, Central Gov., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.FC", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.FC.CD", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.FC.Z1", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.GG", "name": "Gross PSD, General Gov., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.GG.CD", "name": "Gross PSD, General Gov., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.GG.Z1", "name": "Gross PSD, General Gov., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.NF", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.NF.Z1", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.PS", "name": "Gross PSD, Public Sector, Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.M1.PS.CD", "name": "Gross PSD, Total, Long-term, With payment due in more than one year, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.NF", "name": "Gross PSD, Nonfinancial Public Corp., All maturities, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., All maturities, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.NF.Z1", "name": "Gross PSD, Nonfinancial Public Corp., All maturities, Currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.PS", "name": "Gross PSD, Public Sector, All maturities, Currency and deposits, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLCD.CR.PS.CD", "name": "Gross PSD, Total, All maturities, Currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD1.CR.CG.CD", "name": "Gross PSD, Central Gov.-D1, All maturities, Debt securities + loans, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "Debt Securities CG + Loans CG", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD1.CR.CG.Z1", "name": "Gross PSD, Central Gov.-D1, All maturities, Debt securities + loans, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD1.CR.GG.CD", "name": "Gross PSD, General Gov.-D1, All maturities, Debt securities + loans, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "Debt Securities GG + Loans GG", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD1.CR.GG.Z1", "name": "Gross PSD, General Gov.-D1, All maturities, Debt securities + loans, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD2.CR.CG.CD", "name": "Gross PSD, Central Gov.-D2, All maturities, D1+ SDRs + currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "D1 CG + SDRs CG + Currency & Deposits CG", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD2.CR.CG.Z1", "name": "Gross PSD, Central Gov.-D2, All maturities, D1+ SDRs + currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD2.CR.GG.CD", "name": "Gross PSD, General Gov.-D2, All maturities, D1+ SDRs + currency and deposits, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "D1 GG + SDRs GG + Currency & Deposits GG", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD2.CR.GG.Z1", "name": "Gross PSD, General Gov.-D2, All maturities, D1+ SDRs + currency and deposits, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD2A.CR.CG.CD", "name": "Gross PSD, Central Gov.-D2A, All maturities, D1+ currency and deposits, Maastricht debt, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD2A.CR.CG.Z1", "name": "Gross PSD, Central Gov.-D2A, All maturities, D1+ currency and deposits, Maastricht debt, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD2A.CR.GG.CD", "name": "Gross PSD, General Gov.-D2A, All maturities, D1+ currency and deposits, Maastricht debt, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD2A.CR.GG.Z1", "name": "Gross PSD, General Gov.-D2A, All maturities, D1+ currency and deposits, Maastricht debt, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD3.CR.CG.CD", "name": "Gross PSD, Central Gov.-D3, All maturities, D2+other accounts payable, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "D2 CG + Other Accounts Payable CG", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD3.CR.CG.Z1", "name": "Gross PSD, Central Gov.-D3, All maturities, D2+other accounts payable, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD3.CR.GG.CD", "name": "Gross PSD, General Gov.-D3, All maturities, D2+other accounts payable, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "D2 GG + Other Accounts Payable GG", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD3.CR.GG.Z1", "name": "Gross PSD, General Gov.-D3, All maturities, D2+other accounts payable, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD4.CR.CG.CD", "name": "Gross PSD, Central Gov.-D4, All maturities, D3+insurance, pensions, and standardized guarantees, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "D3 CG + ISPGS CG", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD4.CR.CG.Z1", "name": "Gross PSD, Central Gov.-D4, All maturities, D3+insurance, pensions, and standardized guarantees, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD4.CR.GG.CD", "name": "Gross PSD, General Gov.-D4, All maturities, D3+insurance, pensions, and standardized guarantees, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "D3 GG + IPSGS GG", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLD4.CR.GG.Z1", "name": "Gross PSD, General Gov.-D4, All maturities, D3+insurance, pensions, and standardized guarantees, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLDS.CR.BC", "name": "Gross PSD, Budgetary Central Gov., All maturities, Debt securities, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLDS.CR.BC.CD", "name": "Gross PSD, Budgetary Central Gov., All maturities, Debt securities, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLDS.CR.BC.Z1", "name": "Gross PSD, Budgetary Central Gov., All maturities, Debt securities, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLDS.CR.CG", "name": "Gross PSD, Central Gov., All maturities, Debt securities, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLDS.CR.CG.CD", "name": "Gross PSD, Central Gov., All maturities, Debt securities, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLDS.CR.CG.Z1", "name": "Gross PSD, Central Gov., All maturities, Debt securities, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLDS.CR.FC", "name": "Gross PSD, Financial Public Corp., All maturities, Debt securities, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLDS.CR.FC.CD", "name": "Gross PSD, Financial Public Corp., All maturities, Debt securities, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLDS.CR.L1.BC.CD", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in one year or less, Debt securities, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLDS.CR.L1.CG.CD", "name": "Gross PSD, Central Gov., Long-term, With payment due in one year or less, Debt securities, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLDS.CR.L1.FC.CD", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in one year or less, Debt securities, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLDS.CR.L1.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in one year or less, Debt securities, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLDS.CR.M1.BC.CD", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in more than one year, Debt securities, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLIN.CR.L1.CG.CD", "name": "Gross PSD, Central Gov., Long-term, With payment due in one year or less, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLIN.CR.L1.FC.CD", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in one year or less, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.L1.FC.Z1", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in one year or less, Insurance, pensions, and standardized guarantee schemes, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLIN.CR.L1.GG.Z1", "name": "Gross PSD, General Gov., Long-term, With payment due in one year or less, Insurance, pensions, and standardized guarantee schemes, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLIN.CR.L1.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in one year or less, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.L1.NF.Z1", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in one year or less, Insurance, pensions, and standardized guarantee schemes, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLIN.CR.M1.BC.CD", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in more than one year, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.M1.BC.Z1", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in more than one year, Insurance, pensions, and standardized guarantee schemes, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLIN.CR.M1.CG.CD", "name": "Gross PSD, Central Gov., Long-term, With payment due in more than one year, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.M1.CG.Z1", "name": "Gross PSD, Central Gov., Long-term, With payment due in more than one year, Insurance, pensions, and standardized guarantee schemes, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLIN.CR.M1.FC.CD", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in more than one year, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.M1.FC.Z1", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in more than one year, Insurance, pensions, and standardized guarantee schemes, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLIN.CR.M1.GG.CD", "name": "Gross PSD, General Gov., Long-term, With payment due in more than one year, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.M1.GG.Z1", "name": "Gross PSD, General Gov., Long-term, With payment due in more than one year, Insurance, pensions, and standardized guarantee schemes, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLIN.CR.M1.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in more than one year, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLIN.CR.M1.PS.CD", "name": "Gross PSD, Total, Long-term, With payment due in more than one year, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.NF", "name": "Gross PSD, Nonfinancial Public Corp., All maturities, Insurance, pensions, and standardized guarantee schemes, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., All maturities, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.NF.Z1", "name": "Gross PSD, Nonfinancial Public Corp., All maturities, Insurance, pensions, and standardized guarantee schemes, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.PS", "name": "Gross PSD, Public Sector, All maturities, Insurance, pensions, and standardized guarantee schemes, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLIN.CR.PS.CD", "name": "Gross PSD, Total, All maturities, Insurance, pensions, and standardized guarantee schemes, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLLO.CR.BC.CD", "name": "Gross PSD, Budgetary Central Gov., All maturities, Loans, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLLO.CR.BC.Z1", "name": "Gross PSD, Budgetary Central Gov., All maturities, Loans, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLLO.CR.CG.CD", "name": "Gross PSD, Central Gov., All maturities, Loans, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLLO.CR.CG.Z1", "name": "Gross PSD, Central Gov., All maturities, Loans, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLLO.CR.FC.Z1", "name": "Gross PSD, Financial Public Corp., All maturities, Loans, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLLO.CR.GG.Z1", "name": "Gross PSD, General Gov., All maturities, Loans, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLLO.CR.L1.BC.CD", "name": "Gross PSD, Budgetary Central Gov., Long-term, With payment due in one year or less, Loans, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLLO.CR.L1.FC.CD", "name": "Gross PSD, Financial Public Corp., Long-term, With payment due in one year or less, Loans, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLLO.CR.L1.GG.CD", "name": "Gross PSD, General Gov., Long-term, With payment due in one year or less, Loans, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DLLO.CR.L1.GG.Z1", "name": "Gross PSD, General Gov., Long-term, With payment due in one year or less, Loans, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DLLO.CR.L1.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., Long-term, With payment due in one year or less, Loans, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DP.DOD.DSLO.CR.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., Short-term, Loans, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSLO.CR.NF.Z1", "name": "Gross PSD, Nonfinancial Public Corp., Short-term, Loans, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSLO.CR.PS", "name": "Gross PSD, Public Sector, Short-term, Loans, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSLO.CR.PS.CD", "name": "Gross PSD, Total, Short-term, Loans, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.BC", "name": "Gross PSD, Budgetary Central Gov., Short-term, Other accounts payable, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.BC.CD", "name": "Gross PSD, Budgetary Central Gov., Short-term, Other accounts payable, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.BC.Z1", "name": "Gross PSD, Budgetary Central Gov., Short-term, Other accounts payable, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.CG", "name": "Gross PSD, Central Gov., Short-term, Other accounts payable, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.CG.CD", "name": "Gross PSD, Central Gov., Short-term, Other accounts payable, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.CG.Z1", "name": "Gross PSD, Central Gov., Short-term, Other accounts payable, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.FC", "name": "Gross PSD, Financial Public Corp., Short-term, Other accounts payable, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.FC.CD", "name": "Gross PSD, Financial Public Corp., Short-term, Other accounts payable, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.FC.Z1", "name": "Gross PSD, Financial Public Corp., Short-term, Other accounts payable, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.GG", "name": "Gross PSD, General Gov., Short-term, Other accounts payable, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.GG.CD", "name": "Gross PSD, General Gov., Short-term, Other accounts payable, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.GG.Z1", "name": "Gross PSD, General Gov., Short-term, Other accounts payable, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.NF", "name": "Gross PSD, Nonfinancial Public Corp., Short-term, Other accounts payable, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., Short-term, Other accounts payable, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.NF.Z1", "name": "Gross PSD, Nonfinancial Public Corp., Short-term, Other accounts payable, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.PS", "name": "Gross PSD, Public Sector, Short-term, Other accounts payable, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSOA.CR.PS.CD", "name": "Gross PSD, Total, Short-term, Other accounts payable, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.BC", "name": "Gross PSD, Budgetary Central Gov., Short-term, All instruments, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.BC.CD", "name": "Gross PSD, Budgetary Central Gov., Short-term, All instruments, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.BC.Z1", "name": "Gross PSD, Budgetary Central Gov., Short-term, All instruments, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.CG", "name": "Gross PSD, Central Gov., Short-term, All instruments, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.CG.CD", "name": "Gross PSD, Central Gov., Short-term, All instruments, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.CG.Z1", "name": "Gross PSD, Central Gov., Short-term, All instruments, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.FC", "name": "Gross PSD, Financial Public Corp., Short-term, All instruments, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.FC.CD", "name": "Gross PSD, Financial Public Corp., Short-term, All instruments, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.FC.Z1", "name": "Gross PSD, Financial Public Corp., Short-term, All instruments, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.GG", "name": "Gross PSD, General Gov., Short-term, All instruments, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.GG.CD", "name": "Gross PSD, General Gov., Short-term, All instruments, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.GG.Z1", "name": "Gross PSD, General Gov., Short-term, All instruments, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.NF", "name": "Gross PSD, Nonfinancial Public Corp., Short-term, All instruments, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.NF.CD", "name": "Gross PSD, Nonfinancial Public Corp., Short-term, All instruments, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.NF.Z1", "name": "Gross PSD, Nonfinancial Public Corp., Short-term, All instruments, Nominal Value, % of GDP", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified.", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.PS", "name": "Gross PSD, Public Sector, Short-term, All instruments, Nominal Value, National Currency", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DP.DOD.DSTC.CR.PS.CD", "name": "Gross PSD, Total, Short-term, All instruments, Nominal Value, US$", "unit": "", "source": {"id": "20", "value": "Quarterly Public Sector Debt"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DPANUSLCU", "name": "Official exchange rate, LCU per USD, period average", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Official exchange rate refers to the exchange rate determined by national authorities or to the rate determined in the legally sanctioned exchange market. It is calculated as an annual average based on monthly averages (local currency units relative to the U.S. dollar).", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DPANUSSPB", "name": "Exchange rate, new LCU per USD extended backward, period average", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Local currency units (LCU) per U.S. dollar, with values prior to the currency's introduction presented in the new currency's terms", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DPANUSSPF", "name": "Exchange rate, old LCU per USD extended forward, period average", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Local currency units (LCU) per U.S. dollar, with values after a new currency's introduction presented in the old currency's terms", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DS.DOD.DLXF.CD", "name": "Rest of General Government External Debt (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DS.DOD.STRM.CD", "name": "Short-Term Debt", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DS.DOD.TOTL.CD", "name": "Identified Short-Term Debt (US$, end of year)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DSTKMKTXD", "name": "Stock Markets, US$", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Local equity market index valued in US$ terms", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DSTKMKTXN", "name": "Stock Markets, LCU", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Local equity market index valued in local currency unit (LCU) terms", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DT.AMD.DLXF.CD", "name": "LT Principal due per balance of payments account (BoP, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Memorandum item - repayments due on outstanding debts.  Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "DT.AMT.BLAT.CB.CD", "name": "CB, bilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves.Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AMT.BLAT.CD", "name": "PPG, bilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.BLAT.GG.CD", "name": "GG, bilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.BLAT.OPS.CD", "name": "OPS, bilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.BLAT.PRVG.CD", "name": "PRVG, bilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.BLAT.PS.CD", "name": "PS, bilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.BLTC.CB.CD", "name": "CB, bilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves.Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AMT.BLTC.CD", "name": "PPG, bilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.BLTC.GG.CD", "name": "GG, bilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General goverment bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.BLTC.OPS.CD", "name": "OPS, bilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.BLTC.PRVG.CD", "name": "PRVG, bilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.BLTC.PS.CD", "name": "PS, bilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.DEAE.CD.IL.03.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 0 to 3, Debt liab. of dir. investors to DI ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEAE.CD.IL.0912.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 9 to 12, Debt liab. of dir. investors to DI ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEAE.CD.IL.1218.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 12 to 18, Debt liab. of dir. investors to DI ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEAE.CD.IL.1824.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 18 to 24, Debt liab. of dir. investors to DI ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEAE.CD.IL.24P.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 2yrs, Debt liab. of dir. investors to DI ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEAE.CD.IL.36.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 3 to 6, Debt liab. of dir. investors to DI ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEAE.CD.IL.69.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 6 to 9, Debt liab. of dir. investors to DI ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEAE.CD.IL.IQ.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, Immediate, Debt liab. of dir. investors to DI ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECB.CD", "name": "Principal repayments on external debt, central bank (PPG) (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank  long-term debt are aggregated. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves.  Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AMT.DECT.CD", "name": "Principal repayments, Total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Principal repayments, total (AMT, current U.S. dollars).  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "DT.AMT.DECT.CD.00.03.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 0 to 3 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.03.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 0 to 3, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.03.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 3yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.04.06.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 3 to 6 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.04.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 4yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.05.10.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 5 to 10 yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.05.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 5yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.07.09.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 6 to 9 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.0912.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 9 to 12, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.10.12.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 9 to 12 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "DT.AMT.DECT.CD.10.15.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 10 to 15 yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.1218.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 12 to 18, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.13.18.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 12 to 18 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.15.UP.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, More than15yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.1824.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 18 to 24, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.19.24.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 18 to 24 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.24P.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 2yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.36.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 3 to 6, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.69.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 6 to 9, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.AR.03.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 0 to 3, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.AR.0912.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 9 to 12, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.AR.1218.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 12 to 18, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.AR.1824.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 18 to 24, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.AR.24P.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 2yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.AR.36.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 3 to 6, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.AR.69.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 6 to 9, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.AR.IQ.US", "name": "Gross Ext. Debt Pmt, All Sectors, Immediate, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.CB.03.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.CB.0912.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.CB.1218.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.CB.1824.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.CB.24P.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.CB.36.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.CB.69.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.CB.IQ.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, Immediate, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.CB.RM.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, One year or less, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.GG.03.US", "name": "Ext. Debt Service Pmt, General Government, More than 0 to 3, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.GG.0912.US", "name": "Ext. Debt Service Pmt, General Government, More than 9 to 12, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.GG.1218.US", "name": "Ext. Debt Service Pmt, General Government, More than 12 to 18, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.GG.1824.US", "name": "Ext. Debt Service Pmt, General Government, More than 18 to 24, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.GG.24P.US", "name": "Ext. Debt Service Pmt, General Government, More than 2yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.GG.36.US", "name": "Ext. Debt Service Pmt, General Government, More than 3 to 6, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.GG.69.US", "name": "Ext. Debt Service Pmt, General Government, More than 6 to 9, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.GG.IQ.US", "name": "Ext. Debt Service Pmt, General Government, Immediate, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.GG.RM.US", "name": "Gross Ext. Debt Pos., General Government, One year or less, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IL.03.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 0 to 3, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IL.0912.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 9 to 12, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IL.1218.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 12 to 18, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IL.1824.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 18 to 24, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IL.24P.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 2yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IL.36.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 3 to 6, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IL.69.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 6 to 9, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IL.IQ.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, Immediate, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IL.RM.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, One year or less, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IQ.00.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, Immediately, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.IQ.US", "name": "Ext. Debt Service Pmt, All Sectors, Immediate, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.MA.03.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 0 to 3, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.MA.0912.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 9 to 12, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.MA.1218.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 12 to 18, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.MA.1824.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 18 to 24, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.MA.24P.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 2yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.MA.36.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 3 to 6, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.MA.69.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 6 to 9, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.MA.IQ.US", "name": "Ext. Debt Service Pmt, Central Bank, Immediate, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.MA.RM.US", "name": "Gross Ext. Debt Pos., Central Bank, One year or less, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.OS.03.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 0 to 3, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.OS.0912.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 9 to 12, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.OS.1218.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 12 to 18, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.OS.1824.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 18 to 24, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.OS.24P.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 2yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.OS.36.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 3 to 6, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.OS.69.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 6 to 9, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.OS.IQ.US", "name": "Ext. Debt Service Pmt, Other Sectors, Immediate, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.OS.RM.US", "name": "Gross Ext. Debt Pos., Other Sectors, One year or less, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DECT.CD.RM.US", "name": "Gross Ext. Debt Pos., All Sectors, One year or less, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEFE.CD.IL.03.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 0 to 3, Debt liab. to fellow ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEFE.CD.IL.0912.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 9 to 12, Debt liab. to fellow ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEFE.CD.IL.1218.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 12 to 18, Debt liab. to fellow ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEFE.CD.IL.1824.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 18 to 24, Debt liab. to fellow ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEFE.CD.IL.24P.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 2yrs, Debt liab. to fellow ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEFE.CD.IL.36.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 3 to 6, Debt liab. to fellow ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEFE.CD.IL.69.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 6 to 9, Debt liab. to fellow ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEFE.CD.IL.IQ.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, Immediate, Debt liab. to fellow ent., Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DEGG.CD", "name": "Principal repayments on external debt, general government sector (PPG) (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government long-term debt are aggregated. General government debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.DEPS.CD", "name": "Principal repayments on external debt, public sector (PPG) (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector long-term debt are aggregated. Public sector debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.DILD.CD.IL.03.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 0 to 3, Debt liab. of DI ent. to dir. investors, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DILD.CD.IL.0912.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 9 to 12, Debt liab. of DI ent. to dir. investors, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DILD.CD.IL.1218.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 12 to 18, Debt liab. of DI ent. to dir. investors, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DILD.CD.IL.1824.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 18 to 24, Debt liab. of DI ent. to dir. investors, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DILD.CD.IL.24P.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 2yrs, Debt liab. of DI ent. to dir. investors, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DILD.CD.IL.36.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 3 to 6, Debt liab. of DI ent. to dir. investors, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DILD.CD.IL.69.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 6 to 9, Debt liab. of DI ent. to dir. investors, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DILD.CD.IL.IQ.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, Immediate, Debt liab. of DI ent. to dir. investors, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DIMF.CD", "name": "IMF repurchases (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "IMF repurchases are total repayments of outstanding drawings from the General Resources Account during the year specified, excluding repayments due in the reserve tranche. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.DLBN.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.GG.AR.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.GG.AR.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.GG.AR.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.GG.AR.36.US", "name": "Gross Ext. Debt Pmt, General Government, More than 3 to 6, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.GG.AR.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "DT.AMT.DLBN.CD.MA.AR.03.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 0 to 3, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.MA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 9 to 12, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.OT.AR.36.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 3 to 6, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.OT.AR.69.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 6 to 9, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLBN.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, Debt securities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.GG.AR.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.GG.AR.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.GG.AR.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.GG.AR.36.US", "name": "Gross Ext. Debt Pmt, General Government, More than 3 to 6, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.GG.AR.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.MA.AR.03.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 0 to 3, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.MA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 9 to 12, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.OT.AR.36.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 3 to 6, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.OT.AR.69.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 6 to 9, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLCD.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, Currency and deposits, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.AMT.DLTL.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTL.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTL.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTL.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTL.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTL.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.AMT.DLTL.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.AMT.DLTL.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.AMT.DLTL.CD.GG.AR.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTL.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.AMT.DLTL.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTL.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTL.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.AMT.DLTL.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTL.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Loans, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.AMT.DLTO.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Other debt liabilities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTO.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Other debt liabilities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTO.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Other debt liabilities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.AMT.DLTO.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Other debt liabilities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTO.CD.GG.AR.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Other debt liabilities, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.AMT.DLTS.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Special drawing rights (allocations), Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTS.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Special drawing rights (allocations), Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTS.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Special drawing rights (allocations), Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTS.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Special drawing rights (allocations), Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTS.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Special drawing rights (allocations), Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.GG.AR.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.GG.AR.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.GG.AR.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.GG.AR.36.US", "name": "Gross Ext. Debt Pmt, General Government, More than 3 to 6, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.GG.AR.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.MA.AR.03.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 0 to 3, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.MA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 9 to 12, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.OT.AR.36.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 3 to 6, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.OT.AR.69.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 6 to 9, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLTT.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, Trade credit and advances, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.DLXF.CD", "name": "Principal repayments on external debt, long-term (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Principal repayments on long-term debt are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.DOPS.CD", "name": "Principal repayments on external debt, other public sector (PPG) (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector long-term debt are aggregated. Other public sector debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.DPNG.CD", "name": "Principal repayments on external debt, private nonguaranteed (PNG) (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.DPPG.CD", "name": "Principal repayments on external debt, public and publicly guaranteed (PPG) (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MIBR.CD", "name": "PPG, IBRD (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 35 percent or more. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MIDA.CD", "name": "PPG, IDA (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MLAT.CB.CD", "name": "CB, multilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AMT.MLAT.CD", "name": "PPG, multilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MLAT.GG.CD", "name": "GG, multilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MLAT.OPS.CD", "name": "OPS, multilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MLAT.PRVG.CD", "name": "PRVG, multilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector  include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MLAT.PS.CD", "name": "PS, multilateral (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MLTC.CB.CD", "name": "CB, multilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AMT.MLTC.CD", "name": "PPG, multilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MLTC.GG.CD", "name": "GG, multilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MLTC.OPS.CD", "name": "OPS, multilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MLTC.PRVG.CD", "name": "PRVG, multilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.MLTC.PS.CD", "name": "PS, multilateral concessional (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.OFFT.CB.CD", "name": "CB, official creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AMT.OFFT.CD", "name": "PPG, official creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.OFFT.GG.CD", "name": "GG, official creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.OFFT.OPS.CD", "name": "OPS, official creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.OFFT.PRVG.CD", "name": "PRVG, official creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.OFFT.PS.CD", "name": "PS, official creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PBND.CB.CD", "name": "CB, bonds (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt in form of bonds. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AMT.PBND.CD", "name": "PPG, bonds (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PBND.GG.CD", "name": "GG, bonds (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from bonds that are either publicly issued or privately placed. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PBND.OPS.CD", "name": "OPS, bonds (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from bonds that are either publicly issued or privately placed. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PBND.PRVG.CD", "name": "PRVG, bonds (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from bonds that are either publicly issued or privately placed. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PBND.PS.CD", "name": "PS, bonds (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from bonds that are either publicly issued or privately placed. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PCBK.CB.CD", "name": "CB, commercial banks (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with commercial banks. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AMT.PCBK.CD", "name": "PPG, commercial banks (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PCBK.GG.CD", "name": "GG, commercial banks (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government commercial bank loans from private banks and other private financial institutions. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PCBK.OPS.CD", "name": "OPS, commercial banks (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  commercial bank loans from private banks and other private financial institutions. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PCBK.PRVG.CD", "name": "PRVG, commercial banks (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector commercial bank loans from private banks and other private financial institutions. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PCBK.PS.CD", "name": "PS, commercial banks (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector commercial bank loans from private banks and other private financial institutions. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PGNG.CD", "name": "Principal repayments, PPG and PNG private creditors (AMT, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Principal repayments are actual amounts of principal (amortization) paid in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. \u00a0Data are in current U.S. dollars. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.AMT.PNGB.CD", "name": "PNG, bonds (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term debt from bonds that are privately placed. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PNGC.CD", "name": "PNG, commercial banks and other creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PROP.CB.CD", "name": "CB, other private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank other private credits from manufacturers, exporters, and other suppliers of goods. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AMT.PROP.CD", "name": "PPG, other private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PROP.GG.CD", "name": "GG, other private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PROP.OPS.CD", "name": "OPS, other private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PROP.PRVG.CD", "name": "PRVG, other private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PROP.PS.CD", "name": "PS, other private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PRPG.CD", "name": "Principal repayments on external debt, private guaranteed by public sector (PPG) (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector  long-term debt are aggregated.Private sector guaranteed by Public Sector debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PRVS.CD.00.03.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 0 to 3 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.03.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 3yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.04.06.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 3 to 6 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.04.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 4yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.05.10.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 5 to 10 yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.05.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 5yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.07.09.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 6 to 9 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.10.12.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 9 to 12 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.10.15.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 10 to 15 yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.13.18.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 12 to 18 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.15.UP.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, More than15yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.19.24.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 18 to 24 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVS.CD.IQ.00.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, Immediately, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PRVT.CB.CD", "name": "CB, private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from private creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AMT.PRVT.CD", "name": "PPG, private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PRVT.GG.CD", "name": "GG, private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PRVT.OPS.CD", "name": "OPS, private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PRVT.PRVG.CD", "name": "PRVG, private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PRVT.PS.CD", "name": "PS, private creditors (AMT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AMT.PUBS.CD.00.03.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 0 to 3 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.03.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 3yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.04.06.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 3 to 6 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.04.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 4yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.05.10.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 5 to 10 yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.05.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 5yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.07.09.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 6 to 9 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.10.12.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 9 to 12 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.10.15.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 10 to 15 yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.13.18.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 12 to 18 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.15.UP.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, More than15yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.19.24.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 18 to 24 mo., All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AMT.PUBS.CD.IQ.00.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, Immediately, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DECT.CD.CB.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DECT.CD.GG.US", "name": "Gross Ext. Debt Pos., General Government, All maturities, All instruments, Principal, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DECT.CD.MA.US", "name": "Gross Ext. Debt Pos., Central Bank, All maturities, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DECT.CD.OT.HH.US", "name": "Gross Ext. Debt Pos., HH and nonprofit institu. (NPISHs), All maturities, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DECT.CD.OT.NB.US", "name": "Gross Ext. Debt Pos., Other financial corporations, All maturities, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DECT.CD.OT.NF.US", "name": "Gross Ext. Debt Pos., Nonfinancial corporations, All maturities, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DECT.CD.OT.US", "name": "Gross Ext. Debt Pos., Other Sectors, All maturities, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DIDI.CD.IL.US", "name": "Gross Ext. Debt Pos., Debt liab. of DI ent. to dir. investors, All maturities, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DIFE.CD.IL.US", "name": "Gross Ext. Debt Pos., Debt liab. to fellow ent., All maturities, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DIIE.CD.IL.US", "name": "Gross Ext. Debt Pos., Debt liab. of dir. investors to DI ent., All maturities, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.AXA.DLXF.CD", "name": "Principal arrears, long-term DOD", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Principal in arrears on long-term debt is defined as principal repayment due but not paid, on a cumulative basis. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.AXA.DPPG.CD", "name": "Principal arrears, long-term DOD (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Principal in arrears on long-term debt is defined as principal repayment due but not paid, on a cumulative basis. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AXA.OFFT.CD", "name": "Principal arrears, official creditors (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Principal in arrears on long-term debt is defined as principal repayment due but not paid, on a cumulative basis. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AXA.PRVT.CD", "name": "Principal arrears, private creditors (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Principal in arrears on long-term debt is defined as principal repayment due but not paid, on a cumulative basis. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AXF.DPPG.CD", "name": "Principal forgiven (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Principal forgiven is the amount of principal due or in arrears that was written off or forgiven in any given year. It includes debt forgiven within and outside Paris Club agreements, principal forgiven and principal arrears forgiven. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AXR.DPPG.CD", "name": "Principal rescheduled (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Principal rescheduled is the amount of principal due or in arrears that was rescheduled in any given year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AXR.OFFT.CD", "name": "Principal rescheduled, official (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Principal rescheduled is the amount of principal due or in arrears that was rescheduled in any given year. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.AXR.PRVT.CD", "name": "Principal rescheduled, private (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Principal rescheduled is the amount of principal due or in arrears that was rescheduled in any given year. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.COM.BLAT.CD", "name": "Commitments, bilateral creditors (COM, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral commitments are the total amount of long-term loans for which contracts were signed in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.COM.DPPG.CD", "name": "Commitments, public and publicly guaranteed (COM, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Commitments are the total amount of long-term loans for which contracts were signed in the year specified; data for private nonguaranteed debt are not available. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.COM.MIBR.CD", "name": "Commitments, IBRD (COM, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Commitments (IBRD) are the sum of new commitments on public and publicly guaranteed loans from the International Bank for Reconstruction and Development (IBRD). Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.COM.MIDA.CD", "name": "Commitments, IDA (COM, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Commitments (IDA) are the sum of new commitments on public and publicly guaranteed loans from the International Development Association (IDA). Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.COM.MLAT.CD", "name": "Commitments, multilateral creditors (COM, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Multirateral commitments are the total amount of long-term loans for which contracts were signed in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.COM.OFFT.CD", "name": "Commitments, official creditors (COM, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Commitments are the amount of long-term loans for which contracts were signed in the year specified. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.COM.PRVT.CD", "name": "Commitments, private creditors (COM, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Commitments are the amount of long-term loans for which contracts were signed in the year specified; data for private nonguaranteed debt are not available. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.CUR.CCVL.CD", "name": "Cross-currency valuation (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.CUR.DMAK.ZS", "name": "Currency composition of PPG debt, Deutsche mark (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The percentage of external long-term public and publicly-guaranteed debt contracted in Deutsche marks for the low- and middle-income countries.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.CUR.EURO.ZS", "name": "Currency composition of PPG debt, Euro (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The percentage of external long-term public and publicly-guaranteed debt contracted in Euros for the low- and middle-income countries.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.CUR.FFRC.ZS", "name": "Currency composition of PPG debt, French franc (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The percentage of external long-term public and publicly-guaranteed debt contracted in French francs for the low- and middle-income countries.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.CUR.JYEN.ZS", "name": "Currency composition of PPG debt, Japanese yen (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The percentage of external long-term public and publicly-guaranteed debt contracted in Japanese yen for the low- and middle-income countries.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.CUR.MULC.ZS", "name": "Currency composition of PPG debt, Multiple currencies (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The percentage of external long-term public and publicly-guaranteed debt contracted in multiple currencies for the low- and middle-income countries.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.CUR.OTHC.ZS", "name": "Currency composition of PPG debt, all other currencies (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The percentage of external long-term public and publicly-guaranteed debt contracted in all other currencies not specified for the low- and middle-income countries.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.CUR.SDRW.ZS", "name": "Currency composition of PPG debt, SDR (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The percentage of external long-term public and publicly-guaranteed debt contracted in special drawing rights for the low- and middle-income countries.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.CUR.SWFR.ZS", "name": "Currency composition of PPG debt, Swiss franc (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The percentage of external long-term public and publicly-guaranteed debt contracted in Swiss francs for the low- and middle-income countries.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.CUR.UKPS.ZS", "name": "Currency composition of PPG debt, Pound sterling (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The percentage of external long-term public and publicly-guaranteed debt contracted in U.K. pound sterling for the low- and middle-income countries.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.CUR.USDL.ZS", "name": "Currency composition of PPG debt, U.S. dollars (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The percentage of external long-term public and publicly-guaranteed debt contracted in U.S. dollars for the low- and middle-income countries.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DFR.DPPG.CD", "name": "Debt forgiveness or reduction (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Debt forgiveness or reduction shows the change in debt stock due to debt forgiveness or reduction. It is derived by subtracting debt forgiven and debt stock reduction from debt buyback. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.BLAT.CB.CD", "name": "CB, bilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DIS.BLAT.CD", "name": "PPG, bilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.BLAT.GG.CD", "name": "GG, bilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.BLAT.OPS.CD", "name": "OPS, bilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.BLAT.PRVG.CD", "name": "PRVG, bilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.BLAT.PS.CD", "name": "PS, bilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.BLCT.CD", "name": "Disbursements, Bilateral on nonconcessional terms (DIS, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Disbursements are drawings on loan commitments during the year specified.  ", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DIS.BLTC.CB.CD", "name": "CB, bilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves.  Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DIS.BLTC.CD", "name": "PPG, bilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.BLTC.GG.CD", "name": "GG, bilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.BLTC.OPS.CD", "name": "OPS, bilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.BLTC.PRVG.CD", "name": "PRVG, bilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.BLTC.PS.CD", "name": "PS, bilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.DECB.CD", "name": "Disbursements on external debt, central bank (PPG) (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank long-term debt are aggregated. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Disbursements are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DIS.DECT.CD", "name": "Disbursements, Total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Disbursements are drawings on loan commitments during the year specified. This item includes disbursements on long-term and short-term debt and IMF repurchases. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. IMF purchases are total drawings on the General Resources Account of the IMF during the year specified, excluding drawings in the reserve tranche. To maintain comparability between data on transactions with the IMF and data on long-term debt, use of IMF credit outstanding at the end of year (stock) is converted to dollars at the SDR exchange rate in effect at the end of year. Purchases are converted at the average SDR exchange rate for the year in which transactions take place. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DIS.DEGG.CD", "name": "Disbursements on external debt, general government sector (PPG) (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Disbursements are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.DEPS.CD", "name": "Disbursements on external debt, public sector (PPG) (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Disbursements are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.DIMF.CD", "name": "IMF purchases (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "IMF purchases are total drawings on the General Resources Account of the IMF during the year specified, excluding drawings in the reserve tranche. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.DLTF.CD", "name": "Disbursements on external debt, long-term + IMF (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Disbursements are drawings by the borrower on loan commitments during the year specified. This item includes disbursements on long-term debt and IMF purchases. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. IMF purchases are total drawings on the General Resources Account of the IMF during the year specified, excluding drawings in the reserve tranche. To maintain comparability between data on transactions with the IMF and data on long-term debt, use of IMF credit outstanding at the end of year (stock) is converted to dollars at the SDR exchange rate in effect at the end of year. Purchases are converted at the average SDR exchange rate for the year in which transactions take place. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.DLXF.CD", "name": "Disbursements on external debt, long-term (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Disbursements on long-term debt are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.DOPS.CD", "name": "Disbursements on external debt, other public sector (PPG) (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Disbursements are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.DPNG.CD", "name": "Disbursements on external debt, private nonguaranteed (PNG) (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Disbursements are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.DPPG.CD", "name": "Disbursements on external debt, public and publicly guaranteed (PPG) (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Disbursements are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.DSTC.CD", "name": "Disbursements, Short-term (DIS, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt.  Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank, Global Development Finance.", "topics": [{}]}
{"id": "DT.DIS.IDAG.CD", "name": "IDA grants (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "IDA grants are net disbursements of grants from the International Development Association (IDA). Data are in current U.S. dollars. Regional allocations are included in aggregate data.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "2", "value": "Aid Effectiveness "}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MIBR.CD", "name": "PPG, IBRD (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 35 percent or more. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MIDA.CD", "name": "PPG, IDA (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MLAT.CB.CD", "name": "CB, multilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DIS.MLAT.CD", "name": "PPG, multilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MLAT.GG.CD", "name": "GG, multilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MLAT.OPS.CD", "name": "OPS, multilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MLAT.PRVG.CD", "name": "PRVG, multilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector  multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MLAT.PS.CD", "name": "PS, multilateral (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MLCT.CD", "name": "Disbursements, PPG Multilateral creditors nonconcessional (DIS, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government. Disbursements are drawings on loan commitments during the year specified.  Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DIS.MLTC.CB.CD", "name": "CB, multilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DIS.MLTC.CD", "name": "PPG, multilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MLTC.GG.CD", "name": "GG, multilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General goverment multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MLTC.OPS.CD", "name": "OPS, multilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MLTC.PRVG.CD", "name": "PRVG, multilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.MLTC.PS.CD", "name": "PS, multilateral concessional (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.OFFT.CB.CD", "name": "CB, official creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DIS.OFFT.CD", "name": "PPG, official creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.OFFT.GG.CD", "name": "GG, official creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.OFFT.OPS.CD", "name": "OPS, official creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.OFFT.PRVG.CD", "name": "PRVG, official creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector  debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.OFFT.PS.CD", "name": "PS, official creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PBND.CB.CD", "name": "CB, bonds (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt in form of bonds. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DIS.PBND.CD", "name": "PPG, bonds (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PBND.GG.CD", "name": "GG, bonds (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from bonds that are either publicly issued or privately placed. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PBND.OPS.CD", "name": "OPS, bonds (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from bonds that are either publicly issued or privately placed. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PBND.PRVG.CD", "name": "PRVG, bonds (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from bonds that are either publicly issued or privately placed. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PBND.PS.CD", "name": "PS, bonds (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from bonds that are either publicly issued or privately placed. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PCBK.CB.CD", "name": "CB, commercial banks (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with commercial banks. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DIS.PCBK.CD", "name": "PPG, commercial banks (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PCBK.GG.CD", "name": "GG, commercial banks (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government commercial bank loans from private banks and other private financial institutions. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PCBK.OPS.CD", "name": "OPS, commercial banks (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector commercial bank loans from private banks and other private financial institutions. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PCBK.PRVG.CD", "name": "PRVG, commercial banks (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector commercial bank loans from private banks and other private financial institutions. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PCBK.PS.CD", "name": "PS, commercial banks (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector commercial bank loans from private banks and other private financial institutions. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PGNG.CD", "name": "Disbursements, PPG and PNG private creditors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Disbursements are drawings on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. \u00a0Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. \u00a0\u00a0Disbursements are drawings on loan commitments during the year specified. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DIS.PNGB.CD", "name": "PNG, bonds (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term debt from bonds that are privately placed. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PNGC.CD", "name": "PNG, commercial banks and other creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PROP.CB.CD", "name": "CB, other private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank other private credits from manufacturers, exporters, and other suppliers of goods. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DIS.PROP.CD", "name": "PPG, other private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PROP.GG.CD", "name": "GG, other private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PROP.OPS.CD", "name": "OPS, other private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PROP.PRVG.CD", "name": "PRVG, other private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PROP.PS.CD", "name": "PS, other private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PRPG.CD", "name": "Disbursements on external debt, private guaranteed by public sector (PPG) (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Disbursements are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PRVT.CB.CD", "name": "CB, private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from private creditors.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DIS.PRVT.CD", "name": "PPG, private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PRVT.GG.CD", "name": "GG, private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PRVT.OPS.CD", "name": "OPS, private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PRVT.PRVG.CD", "name": "PRVG, private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DIS.PRVT.PS.CD", "name": "PS, private creditors (DIS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.ALLC.CD", "name": "External debt stocks, concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Concessional external debt conveys information about the borrower's receipt of aid from official lenders at concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. Long-term debt outstanding and disbursed is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.ALLC.ZS", "name": "Concessional debt (% of total external debt)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Concessional debt to total external debt stocks. Concessional debt is defined as loans with an original grant element of 35 percent or more.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.ALLC.ZSG", "name": "Debt on Concessional terms to GDP (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Concessional Long-term Debt Outstanding and Disbursed (LDOD) conveys information about the borrower's receipt of aid from official lenders at concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. LDOD is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DOD.ALLC.ZSX", "name": "Debt on Concessional terms to export ratio (% of exports)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Concessional Long-term Debt Outstanding and Disbursed (LDOD) conveys information about the borrower's receipt of aid from official lenders at concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. LDOD is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. \u00a0The denominator is the sum of total goods and service exports (per the balance of payments account) and workers' remittances (per the balance of payments account). \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DOD.ALLN.CD", "name": "Debt on Non-concessional terms (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Non-concessional Long-term Debt Outstanding and Disbursed (LDOD) conveys information about the borrower's receipt of aid from official lenders on non-concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. This is the difference between the total debt outstanding and disbursed less debt on concessional terms. \u00a0Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. LDOD is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. \u00a0Data are in current U.S. dollars. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DOD.ALLN.ZSG", "name": "Debt on Non-concessional terms to GDP (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Non-concessional LDOD conveys information about the borrower's receipt of aid from official lenders on non-concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. Long-term debt outstanding and disbursed (LDOD) is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. \u00a0Data are in current U.S. dollars. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DOD.ALLN.ZSX", "name": "Debt on Non-concessional terms to export ratio (% of exports)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Non-concessional LDOD conveys information about the borrower's receipt of aid from official lenders on non-concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. Long-term debt outstanding and disbursed (LDOD) is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. \u00a0Data are divided by GDP at market prices in current U.S. dollars to facilitate comparison across economies. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DOD.BLAT.CB.CD", "name": "CB, bilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.BLAT.CD", "name": "PPG, bilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.BLAT.GG.CD", "name": "GG, bilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General Government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.BLAT.OPS.CD", "name": "OPS, bilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other Public Sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.BLAT.PRVG.CD", "name": "PRVG, bilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.BLAT.PS.CD", "name": "PS, bilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.BLTC.CB.CD", "name": "CB, bilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.BLTC.CD", "name": "PPG, bilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.BLTC.GG.CD", "name": "GG, bilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.BLTC.OPS.CD", "name": "OPS, bilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.BLTC.PRVG.CD", "name": "PRVG, bilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.BLTC.PS.CD", "name": "PS, bilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.BLTN.CD", "name": "Debt outstanding and disbursed, PPG Bilateral on nonconcessional terms (DOD, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. These are non-concessional figures, however the explanation for concessional is provided here as reference. \u00a0Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Principal repayments are actual amounts of principal (amortization) paid in currency, goods, or services in the year specified. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DOD.BNLT.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Long-term, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.BNLT.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Long-term, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.CDLT.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Long-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.CDLT.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Long-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.CDST.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.CDST.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECB.CD", "name": "External debt stocks, central bank (PPG) (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central Bank debt position at end of the reference period.  The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves.Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.DECT.AR.T4.US", "name": "Public and Publicly Guar. Private Sector Ext. Debt Pos., All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.AR.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CB.AR.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CB.DS.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, Debt Securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD", "name": "External debt stocks, total (DOD, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt. Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.DECT.CD.AR.BE.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.AR.EA.US", "name": "Ext. Assets in Debt Instruments, All Sectors, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.AR.EN.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.AR.EX.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments,  Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.AR.GE.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.AR.NE.US", "name": "Net Ext. Debt Position, All Sectors, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.AR.OC.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.AR.PX.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.AR.TL.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, Arrears, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.AR.TR.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.AR.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.AR.BE.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Deposit-Taking Corp., exc. CB, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.AR.EN.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.AR.EX.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.AR.GE.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.AR.NE.US", "name": "Net Ext. Debt Position, Deposit-Taking Corp., exc. CB, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.AR.OC.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "DT.DOD.DECT.CD.CB.AR.PX.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.AR.TR.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.TD.MP.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, Debt Securities, Diff. with Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.TD.MV.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, Debt Securities, Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CB.TD.NV.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, Debt Securities, Nominal Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.CG", "name": "Total change in external debt stocks (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Total change in debt stocks shows the variation in debt stock between two consecutive years. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.DECT.CD.DC.T5.US", "name": "Public and Publicly Guar. Private Sector Ext. Debt Pos., All Sectors, All maturities, All instruments, Domestic currency, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.DC.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, Domestic currency, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.DT.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, All currencies, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.CB.EU.US", "name": "Gross Ext. F. Curr Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.CB.JY.US", "name": "Gross Ext. F. Curr Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.CB.OT.US", "name": "Gross Ext. F. Curr Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.CB.TO.US", "name": "Gross Ext. F. Curr Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, All curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.CB.US.US", "name": "Gross Ext. F. Curr Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, US dollar, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.GG.EU.US", "name": "Gross Ext. F. Curr Debt Pos., General Government, All maturities, All instruments, Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.GG.JY.US", "name": "Gross Ext. F. Curr Debt Pos., General Government, All maturities, All instruments, Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.GG.OT.US", "name": "Gross Ext. F. Curr Debt Pos., General Government, All maturities, All instruments, Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.GG.TO.US", "name": "Gross Ext. F. Curr Debt Pos., General Government, All maturities, All instruments, All curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.GG.US.US", "name": "Gross Ext. F. Curr Debt Pos., General Government, All maturities, All instruments, US dollar, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.IL.EU.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, All instruments, Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.IL.JY.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, All instruments, Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.IL.OT.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, All instruments, Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.IL.TO.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, All instruments, All curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.IL.US.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, All instruments, US dollar, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.MA.EU.US", "name": "Gross Ext. F. Curr Debt Pos., Central Bank, All maturities, All instruments, Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.MA.JY.US", "name": "Gross Ext. F. Curr Debt Pos., Central Bank, All maturities, All instruments, Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.FC.MA.OT.US", "name": "Gross Ext. F. Curr Debt Pos., Central Bank, All maturities, All instruments, Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.DOD.DECT.CD.UC.T5.US", "name": "Public and Publicly Guar. Private Sector Ext. Debt Pos., All Sectors, All maturities, All instruments, Unallocated, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.UC.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, All instruments, Unallocated, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.CD.ZSG", "name": "Debt outstanding and disbursed, Total to GDP (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt. Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. Data expressed as a percentage of GDP at market prices. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DOD.DECT.DS.T4.US", "name": "Public and Publicly Guar. Private Sector Ext. Debt Pos., All maturities, Debt securities, Memo item, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.DS.US", "name": "Gross Ext. Debt Pos., All Sectors, All maturities, Debt Securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.EX.ZS", "name": "External debt stocks (% of exports of goods, services and primary income)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Total external debt stocks to exports of goods, services and primary income.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.DECT.GG.AR.US", "name": "Gross Ext. Debt Pos., General Government, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.GG.DS.US", "name": "Gross Ext. Debt Pos., General Government, All maturities, Debt Securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.GN.ZS", "name": "External debt stocks (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total external debt stocks to gross national income. Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt. Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.DECT.IL.AR.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.MA.AR.US", "name": "Gross Ext. Debt Pos., Central Bank, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.MA.DS.US", "name": "Gross Ext. Debt Pos., Central Bank, All maturities, Debt Securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.OT.AR.US", "name": "Gross Ext. Debt Pos., Other Sectors, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.OT.DS.US", "name": "Gross Ext. Debt Pos., Other Sectors, All maturities, Debt Securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DECT.PC.CD", "name": "Total external debt per capita (US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt. Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.DECT.T4.AR.US", "name": "Public and Publicly Guar. Private Sector Ext. Debt Pos., All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DEGG.CD", "name": "External debt stocks, general government sector (PPG) (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General Government Sector comprises long-term external obligations of public debtors, including the national government of all levels, and political subdivisions (or an agency of either).   Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.DEPS.CD", "name": "External debt stocks, public sector (PPG) (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt comprises long-term external obligations of public debtors, including the national government of all levels, political subdivisions (or an agency of either), autonomous public bodies such as Public Corporations, State Owned Enterprises, Development Banks and Other Mixed Enterprises. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.DIDI.CD.FC.IL.EU.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.FC.IL.JY.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.FC.IL.OT.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.FC.IL.TO.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, All curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.FC.IL.US.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, US dollar, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.IL.BE.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.IL.EA.US", "name": "Ext. Assets in Debt Instruments, DI: Intercom Lending, All maturities, Debt of dir. investment ent. to dir. investors, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.IL.EN.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.IL.EX.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.IL.GE.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt of dir. investment ent. to dir. investors, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.IL.NE.US", "name": "Net Ext. Debt Position, DI: Intercom Lending, All maturities, Debt of dir. investment ent. to dir. investors, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.IL.OC.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.IL.PX.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.IL.TR.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.IL.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of DI ent. to dir. investors, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.PR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, Debt liab. of DI ent. to dir. investors, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIDI.CD.PU.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, Debt liab. of DI ent. to dir. investors, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.FC.IL.EU.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liabilities to fellow enterprises, Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.FC.IL.JY.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liabilities to fellow enterprises, Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.FC.IL.OT.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liabilities to fellow enterprises, Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.FC.IL.TO.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. to fellow ent., All curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.FC.IL.US.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liabilities to fellow enterprises, US dollar, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.IL.BE.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. to fellow ent. , Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.IL.EA.US", "name": "Ext. Assets in Debt Instruments, DI: Intercom Lending, All maturities, Debt between fellow enterprises, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.IL.EN.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. to fellow ent., end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.IL.EX.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. to fellow ent., Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.IL.GE.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt between fellow enterprises, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.IL.NE.US", "name": "Net Ext. Debt Position, DI: Intercom Lending, All maturities, Debt between fellow enterprises, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.IL.OC.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. to fellow ent., Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.IL.PX.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. to fellow ent., Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.IL.TR.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. to fellow ent., Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.IL.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. to fellow ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.PR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, Debt liab. to fellow ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIFE.CD.PU.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, Debt liab. to fellow ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.FC.IL.EU.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.FC.IL.JY.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.FC.IL.OT.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.FC.IL.TO.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., All curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.FC.IL.US.US", "name": "Gross Ext. F. Curr Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., US dollar, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.IL.BE.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.IL.EA.US", "name": "Ext. Assets in Debt Instruments, DI: Intercom Lending, All maturities, Debt of dir. investors to dir. investment ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.IL.EN.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.IL.EX.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.IL.GE.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt of dir. investors to dir. investment ent., Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.IL.NE.US", "name": "Net Ext. Debt Position, DI: Intercom Lending, All maturities, Debt of dir. investors to dir. investment ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.IL.OC.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.IL.PX.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.IL.TR.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.IL.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, Debt liab. of dir. investors to DI ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.PR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, Debt liab. of dir. investors to DI ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIE.CD.PU.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, Debt liab. of dir. investors to DI ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIL.CD.PR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, DI: Intercom Lending, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIIL.CD.PU.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, DI: Intercom Lending, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DIMF.CD", "name": "Use of IMF credit (DOD, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Use of IMF Credit: Data related to the operations of the IMF are provided by the IMF Treasurer\u2019s Department. They are converted from special drawing rights into dollars using end-of-period exchange rates for stocks and average-over-the-period exchange rates for flows. IMF trust fund operations under the Enhanced Structural Adjustment Facility, Extended Fund Facility, Poverty Reduction and Growth Facility, and Structural Adjustment Facility (Enhanced Structural Adjustment Facility in 1999) are presented together with all of the IMF\u2019s special facilities (buffer stock, supplemental reserve, compensatory and contingency facilities, oil facilities, and other facilities). SDR allocations are also included in this category. According to the BPM6, SDR allocations are recorded as the incurrence of a debt liability of the member receiving them (because of a requirement to repay the allocation in certain circumstances, and also because interest accrues). This debt item is introduced for the first time this year with historical data starting in 1999.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
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{"id": "DT.DOD.DLXF.CD.CB.TD.MV.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Long-term, Debt Securities, Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.CB.TD.NV.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Long-term, Debt Securities, Nominal Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.DC.T5.US", "name": "Public and Publicly Guar. Private Sector Ext. Debt Pos., All Sectors, Long-term, All instruments, Domestic currency, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.DC.US", "name": "Gross Ext. Debt Pos., All Sectors, Long-term, All instruments, Domestic currency, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.DR", "name": "Long-Term External Debt (by debtor) (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.CB.EU.US", "name": "Gross Ext. F. Curr Debt Pos., Deposit-Taking Corp., exc. CB, Long-term, All instruments, Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.CB.JY.US", "name": "Gross Ext. F. Curr Debt Pos., Deposit-Taking Corp., exc. CB, Long-term, All instruments, Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.CB.OT.US", "name": "Gross Ext. F. Curr Debt Pos., Deposit-Taking Corp., exc. CB, Long-term, All instruments, Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.CB.TO.US", "name": "Gross Ext. F. Curr Debt Pos., Deposit-Taking Corp., exc. CB, Long-term, All instruments, All curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.CB.US.US", "name": "Gross Ext. F. Curr Debt Pos., Deposit-Taking Corp., exc. CB, Long-term, All instruments, US dollar, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.GG.EU.US", "name": "Gross Ext. F. Curr Debt Pos., General Government, Long-term, All instruments, Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.GG.JY.US", "name": "Gross Ext. F. Curr Debt Pos., General Government, Long-term, All instruments, Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.GG.OT.US", "name": "Gross Ext. F. Curr Debt Pos., General Government, Long-term, All instruments, Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.GG.TO.US", "name": "Gross Ext. F. Curr Debt Pos., General Government, Long-term, All instruments, All curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.GG.US.US", "name": "Gross Ext. F. Curr Debt Pos., General Government, Long-term, All instruments, US dollar, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.MA.EU.US", "name": "Gross Ext. F. Curr Debt Pos., Central Bank, Long-term, All instruments, Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.MA.JY.US", "name": "Gross Ext. F. Curr Debt Pos., Central Bank, Long-term, All instruments, Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.MA.OT.US", "name": "Gross Ext. F. Curr Debt Pos., Central Bank, Long-term, All instruments, Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.MA.TO.US", "name": "Gross Ext. F. Curr Debt Pos., Central Bank, Long-term, All instruments, All curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.MA.US.US", "name": "Gross Ext. F. Curr Debt Pos., Central Bank, Long-term, All instruments, US dollar, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.OT.EU.US", "name": "Gross Ext. F. Curr Debt Pos., Other Sectors, Long-term, All instruments, Euro, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.OT.JY.US", "name": "Gross Ext. F. Curr Debt Pos., Other Sectors, Long-term, All instruments, Yen, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.OT.OT.US", "name": "Gross Ext. F. Curr Debt Pos., Other Sectors, Long-term, All instruments, Other curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.OT.TO.US", "name": "Gross Ext. F. Curr Debt Pos., Other Sectors, Long-term, All instruments, All curr., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.OT.US.US", "name": "Gross Ext. F. Curr Debt Pos., Other Sectors, Long-term, All instruments, US dollar, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.T5.US", "name": "Public and Publicly Guar. Private Sector Ext. Debt Pos., All Sectors, Long-term, All instruments, Foreign currency, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.FC.US", "name": "Gross Ext. Debt Pos., All Sectors, Long-term, All instruments, Foreign currency, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.AR.BE.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, All instruments, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.AR.EA.US", "name": "Ext. Assets in Debt Instruments, General Government, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.AR.EN.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, All instruments, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.AR.EX.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, All instruments, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.AR.GE.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, All instruments, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.AR.NE.US", "name": "Net Ext. Debt Position, General Government, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.AR.OC.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, All instruments, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.AR.PX.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, All instruments, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.AR.TR.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, All instruments, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.TD.MP.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, Debt Securities, Diff. with Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.TD.MV.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, Debt Securities, Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.GG.TD.NV.US", "name": "Gross Ext. Debt Pos., General Government, Long-term, Debt Securities, Nominal Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.HN.US", "name": "Gross Ext. Debt Pos., HH and nonprofit institu. (NPISHs), Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.AR.BE.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, All instruments, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Central Bank, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.AR.EN.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, All instruments, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.AR.EX.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, All instruments, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.AR.GE.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, All instruments, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.AR.NE.US", "name": "Net Ext. Debt Position, Central Bank, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.AR.OC.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, All instruments, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.AR.PX.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, All instruments, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.AR.TR.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, All instruments, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.TD.MP.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, Debt Securities, Diff. with Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.TD.MV.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, Debt Securities, Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.MA.TD.NV.US", "name": "Gross Ext. Debt Pos., Central Bank, Long-term, Debt Securities, Nominal Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.NC.US", "name": "Gross Ext. Debt Pos., Nonfinancial corporations, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OF.US", "name": "Gross Ext. Debt Pos., Other financial corporations, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.AR.BE.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, All instruments, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Other Sectors, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.AR.EN.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, All instruments, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.AR.EX.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, All instruments, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.AR.GE.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, All instruments, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.AR.NE.US", "name": "Net Ext. Debt Position, Other Sectors, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.AR.OC.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, All instruments, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.AR.PX.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, All instruments, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.AR.TR.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, All instruments, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.TD.MP.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, Debt Securities, Diff. with Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.TD.MV.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, Debt Securities, Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.OT.TD.NV.US", "name": "Gross Ext. Debt Pos., Other Sectors, Long-term, Debt Securities, Nominal Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.CD.US", "name": "Gross Ext. Debt Pos., All Sectors, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.PR.DS.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Long-term, Debt securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "DT.DOD.DLXF.PU.DS.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Long-term, Debt securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.PV.GNP.ZS", "name": "Present value of debt (% of GNP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DLXF.PV.XGS.ZS", "name": "Present value of debt (% of exports of goods and services)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DOPS.CD", "name": "External debt stocks, other public sector (PPG) (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other Public Sector debt comprises long-term external obligations of public debtors, excluding general government. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.DPNG.CD", "name": "External debt stocks, private nonguaranteed (PNG) (DOD, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Private nonguaranteed external debt comprises long-term external obligations of private debtors that are not guaranteed for repayment by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.DPNG.CD.AR.US", "name": "Gross Ext. Debt Pos., Private Sector Ext. Debt Not Publicly Guar., All maturities, Arrears, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DPNG.CD.LT.US", "name": "Gross Ext. Debt Pos., Private Sector Ext. Debt Not Publicly Guar., Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DPNG.CD.ST.US", "name": "Gross Ext. Debt Pos., Private Sector Ext. Debt Not Publicly Guar., Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DPNG.CD.US", "name": "Gross Ext. Debt Pos., Private Sector Ext. Debt Not Publicly Guar., All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DPNG.ZS", "name": "Private nonguaranteed debt (% of external debt)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DPPC.CD.DT.T5.US", "name": "Public and Publicly Guar. Private Sector Ext. Debt Pos., All Sectors, All maturities, All instruments, All currencies, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DPPC.CD.TO.US", "name": "Public and Publicly Guar. Private Sector Ext. Debt Pos., All Creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DPPG.AR.US", "name": "Gross Ext. Debt Pos., Public and Publicly Guar. Private Sector Ext. Debt, All maturities, Arrears, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DPPG.CD", "name": "External debt stocks, public and publicly guaranteed (PPG) (DOD, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt comprises long-term external obligations of public debtors, including the national government,  Public Corporations, State Owned Enterprises, Development Banks and Other Mixed Enterprises, political subdivisions (or an agency of either), autonomous public bodies, and external obligations of private debtors that are guaranteed for repayment by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.DPPG.CD.AR.US", "name": "Gross Ext. Debt Pos., Public and Publicly Guar. Private Sector Ext. Debt, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.DOD.DSCD.CD.CB.AR.BE.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Currency and deposits, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.CB.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Deposit-Taking Corp., exc. CB, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.CB.AR.EN.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Currency and deposits, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.CB.AR.EX.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Currency and deposits, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.CB.AR.GE.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Currency and deposits, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.CB.AR.NE.US", "name": "Net Ext. Debt Position, Deposit-Taking Corp., exc. CB, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.CB.AR.OC.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Currency and deposits, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.CB.AR.PX.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Currency and deposits, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.CB.AR.TR.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Currency and deposits, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.GG.AR.BE.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Currency and deposits, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.GG.AR.EA.US", "name": "Ext. Assets in Debt Instruments, General Government, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.GG.AR.EN.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Currency and deposits, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.GG.AR.EX.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Currency and deposits, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.GG.AR.GE.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Currency and deposits, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.GG.AR.NE.US", "name": "Net Ext. Debt Position, General Government, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.GG.AR.OC.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Currency and deposits, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.GG.AR.PX.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Currency and deposits, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.GG.AR.TR.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Currency and deposits, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.HN.US", "name": "Gross Ext. Debt Pos., HH and nonprofit institu. (NPISHs), Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.MA.AR.BE.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Currency and deposits, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.MA.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Central Bank, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.MA.AR.EN.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Currency and deposits, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.MA.AR.EX.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Currency and deposits, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.MA.AR.GE.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Currency and deposits, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.MA.AR.NE.US", "name": "Net Ext. Debt Position, Central Bank, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.MA.AR.OC.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Currency and deposits, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.MA.AR.PX.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Currency and deposits, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.MA.AR.TR.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Currency and deposits, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.NC.US", "name": "Gross Ext. Debt Pos., Nonfinancial corporations, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OF.US", "name": "Gross Ext. Debt Pos., Other financial corporations, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OT.AR.BE.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Currency and deposits, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OT.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Other Sectors, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OT.AR.EN.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Currency and deposits, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OT.AR.EX.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Currency and deposits, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OT.AR.GE.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Currency and deposits, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OT.AR.NE.US", "name": "Net Ext. Debt Position, Other Sectors, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OT.AR.OC.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Currency and deposits, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OT.AR.PX.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Currency and deposits, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OT.AR.TR.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Currency and deposits, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSCD.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSDR.CD", "name": "SDR allocations (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "SDR allocations are also included in this category. According to the BPM6, SDR allocations are recorded as the incurrence of a debt liability of the member receiving them (because of a requirement to repay the allocation in certain circumstances, and also because interest accrues). This debt item is introduced for the first time this year with historical data starting in 1999.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.DSOO.CD.CB.AR.BE.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Other debt liabilities, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.CB.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Deposit-Taking Corp., exc. CB, Short-term, Other debt instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.CB.AR.EN.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Other debt liabilities, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.CB.AR.EX.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Other debt liabilities, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.CB.AR.GE.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Other debt instruments, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.CB.AR.NE.US", "name": "Net Ext. Debt Position, Deposit-Taking Corp., exc. CB, Short-term, Other debt instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.CB.AR.OC.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Other debt liabilities, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.CB.AR.PX.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Other debt liabilities, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.CB.AR.TR.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Other debt liabilities, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.GG.AR.BE.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Other debt liabilities, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.GG.AR.EA.US", "name": "Ext. Assets in Debt Instruments, General Government, Short-term, Other debt instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.GG.AR.EN.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Other debt liabilities, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.GG.AR.EX.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Other debt liabilities, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.GG.AR.GE.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Other debt instruments, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.GG.AR.NE.US", "name": "Net Ext. Debt Position, General Government, Short-term, Other debt instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.GG.AR.OC.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Other debt liabilities, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.GG.AR.PX.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Other debt liabilities, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.GG.AR.TR.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Other debt liabilities, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.MA.AR.BE.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Other debt liabilities, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.MA.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Central Bank, Short-term, Other debt instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.MA.AR.EN.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Other debt liabilities, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.MA.AR.EX.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Other debt liabilities, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.MA.AR.GE.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Other debt instruments, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.MA.AR.NE.US", "name": "Net Ext. Debt Position, Central Bank, Short-term, Other debt instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.MA.AR.OC.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Other debt liabilities, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.MA.AR.PX.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Other debt liabilities, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.MA.AR.TR.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Other debt liabilities, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSOO.CD.OT.AR.BE.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Other debt liabilities, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.DOD.DSTM.CD.OT.AR.GE.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Debt securities, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTM.CD.OT.AR.NE.US", "name": "Net Ext. Debt Position, Other Sectors, Short-term, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.DOD.DSTM.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTO.CD.HN.US", "name": "Gross Ext. Debt Pos., HH and nonprofit institu. (NPISHs), Short-term, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTO.CD.NC.US", "name": "Gross Ext. Debt Pos., Nonfinancial corporations, Short-term, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTO.CD.OF.US", "name": "Gross Ext. Debt Pos., Other financial corporations, Short-term, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.CB.AR.BE.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Trade credit and advances, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.CB.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Deposit-Taking Corp., exc. CB, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.CB.AR.EN.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Trade credit and advances, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.CB.AR.EX.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Trade credit and advances, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.CB.AR.GE.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Trade credit and advances, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.CB.AR.NE.US", "name": "Net Ext. Debt Position, Deposit-Taking Corp., exc. CB, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.CB.AR.OC.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Trade credit and advances, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.CB.AR.PX.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Trade credit and advances, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.CB.AR.TR.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Trade credit and advances, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.GG.AR.BE.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Trade credit and advances, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.GG.AR.EA.US", "name": "Ext. Assets in Debt Instruments, General Government, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.GG.AR.EN.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Trade credit and advances, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.GG.AR.EX.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Trade credit and advances, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.GG.AR.GE.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Trade credit and advances, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.GG.AR.NE.US", "name": "Net Ext. Debt Position, General Government, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.GG.AR.OC.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Trade credit and advances, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.GG.AR.PX.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Trade credit and advances, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.GG.AR.TR.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Trade credit and advances, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.HN.US", "name": "Gross Ext. Debt Pos., HH and nonprofit institu. (NPISHs), Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.MA.AR.BE.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Trade credit and advances, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.MA.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Central Bank, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.MA.AR.EN.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Trade credit and advances, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.MA.AR.EX.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Trade credit and advances, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.MA.AR.GE.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Trade credit and advances, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.MA.AR.NE.US", "name": "Net Ext. Debt Position, Central Bank, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "DT.DOD.DSTT.CD.MA.AR.OC.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Trade credit and advances, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.MA.AR.PX.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Trade credit and advances, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.MA.AR.TR.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Trade credit and advances, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.NC.US", "name": "Gross Ext. Debt Pos., Nonfinancial corporations, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OF.US", "name": "Gross Ext. Debt Pos., Other financial corporations, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.AR.BE.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Trade credit and advances, Beginning of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Other Sectors, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.AR.EN.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Trade credit and advances, end of period, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.AR.EX.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Trade credit and advances, Exchange rate chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.AR.GE.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Trade credit and advances, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.AR.NE.US", "name": "Net Ext. Debt Position, Other Sectors, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.AR.OC.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Trade credit and advances, Other chg in vol., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.AR.PX.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Trade credit and advances, Other price chg, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.AR.TR.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Trade credit and advances, Transactions, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.TD.MP.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Debt Securities, Diff. with Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.TD.MV.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Debt Securities, Market Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSTT.CD.OT.TD.NV.US", "name": "Gross Ext. Debt Pos., Other Sectors, Short-term, Debt Securities, Nominal Value, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSUN.CD.GG.AR.EA.US", "name": "Ext. Assets in Debt Instruments, General Government, Short-term, Unallocated gold accounts included in monetary gold, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSUN.CD.GG.AR.GE.US", "name": "Gross Ext. Debt Pos., General Government, Short-term, Unallocated gold accounts included in monetary gold, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSUN.CD.GG.AR.NE.US", "name": "Net Ext. Debt Position, General Government, Short-term, Unallocated gold accounts included in monetary gold, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSUN.CD.MA.AR.EA.US", "name": "Ext. Assets in Debt Instruments, Central Bank, Short-term, Unallocated gold accounts included in monetary gold, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSUN.CD.MA.AR.GE.US", "name": "Gross Ext. Debt Pos., Central Bank, Short-term, Unallocated gold accounts included in monetary gold, Beginning pos., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.DSUN.CD.MA.AR.NE.US", "name": "Net Ext. Debt Position, Central Bank, Short-term, Unallocated gold accounts included in monetary gold, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.LOLT.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Long-term, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.LOLT.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Long-term, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.LOST.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Short-term, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.LOST.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Short-term, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.LTST.CD", "name": "External Debt, total", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.MDRI.CD", "name": "Debt forgiveness grants (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Debt forgiveness grants data cover both debt cancelled by agreement between debtor and creditor and a reduction in the net present value of non-ODA debt achieved by concessional rescheduling or refinancing. The  data are on a disbursement basis and cover flows from all bilateral and multilateral donors. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development.", "topics": [{"id": "2", "value": "Aid Effectiveness "}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MIBR.CD", "name": "PPG, IBRD (DOD, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 35 percent or more. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MIDA.CD", "name": "PPG, IDA (DOD, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLAT.CB.CD", "name": "CB, multilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.MLAT.CD", "name": "PPG, multilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLAT.GG.CD", "name": "GG, multilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLAT.OPS.CD", "name": "OPS, multilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLAT.PRVG.CD", "name": "PRVG, multilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLAT.PS.CD", "name": "PS, multilateral (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral creditors are international financial institutions such as the World Bank, regional development banks, and other multilateral and intergovernmental agencies whose lending is administered on a multilateral basis. Funds administered by an international financial organization on behalf of a single donor government constitute bilateral loans (or grants). For lending by a number of multilateral creditors, the data presented in this publication are taken from the creditors\u2019 records. Such creditors include the African Development Bank, the Asian Development Bank, the IDB, IBRD, and IDA. (IBRD and IDA are institutions of the World Bank.) Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLAT.ZS", "name": "Multilateral debt (% of total external debt)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Multilateral debt to total external debt stocks.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLTC.CB.CD", "name": "CB, multilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.MLTC.CD", "name": "PPG, multilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLTC.GG.CD", "name": "GG, multilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government  multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLTC.OPS.CD", "name": "OPS, multilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLTC.PRVG.CD", "name": "PRVG, multilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLTC.PS.CD", "name": "PS, multilateral concessional (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.MLTN.CD", "name": "Debt outstanding and disbursed, PPG Multilateral on nonconcessional terms (DOD, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization.  ", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DOD.MMST.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Short-term, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.MMST.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Short-term, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.MWBG.CD", "name": "IBRD loans and IDA credits (DOD, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "IBRD loans and IDA credits are public and publicly guaranteed debt extended by the World Bank Group. The International Bank for Reconstruction and Development (IBRD) lends at market rates. Credits from the International Development Association (IDA) are at concessional rates. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.OFFT.CB.CD", "name": "CB, official creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.OFFT.CD", "name": "PPG, official creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.OFFT.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OFFT.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OFFT.GG.CD", "name": "GG, official creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.OFFT.OPS.CD", "name": "OPS, official creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.OFFT.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, Arrears, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OFFT.PR.DS.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, Debt securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OFFT.PR.IN.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, Arrears, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OFFT.PR.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, Arrears, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OFFT.PRVG.CD", "name": "PRVG, official creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.OFFT.PS.CD", "name": "PS, official creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.OFFT.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, Arrears, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OFFT.PU.DS.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, Debt securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OFFT.PU.IN.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, Arrears, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OFFT.PU.PR.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, Arrears, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OLLT.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Long-term, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OLLT.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Long-term, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OOST.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Short-term, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.OOST.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Short-term, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PBND.CB.CD", "name": "CB, bonds (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt in form of bonds. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.PBND.CD", "name": "PPG, bonds (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PBND.GG.CD", "name": "GG, bonds (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government  debt from bonds that are either publicly issued or privately placed. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PBND.OPS.CD", "name": "OPS, bonds (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  debt from bonds that are either publicly issued or privately placed. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PBND.PRVG.CD", "name": "PRVG, bonds (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by public sector debt from bonds that are either publicly issued or privately placed. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PBND.PS.CD", "name": "PS, bonds (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from bonds that are either publicly issued or privately placed. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PCBK.CB.CD", "name": "CB, commercial banks (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with commercial banks. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.PCBK.CD", "name": "PPG, commercial banks (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PCBK.GG.CD", "name": "GG, commercial banks (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government  commercial bank loans from private banks and other private financial institutions. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PCBK.OPS.CD", "name": "OPS, commercial banks (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector commercial bank loans from private banks and other private financial institutions. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PCBK.PRVG.CD", "name": "PRVG, commercial banks (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by public sector commercial bank loans from private banks and other private financial institutions. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PCBK.PS.CD", "name": "PS, commercial banks (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Commercial bank loans are loans from private banks and other private financial institutions. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PCCR.US", "name": "Public and Publicly Guar. Private Sector Ext. Debt Pos., Paris Club member creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PCPR.LT.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Paris Club member creditors, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PCPR.ST.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Paris Club member creditors, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PCPR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Paris Club member creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PCPU.LT.US", "name": "Public Sector Ext. Debt Pos., Paris Club member creditors, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PCPU.ST.US", "name": "Public Sector Ext. Debt Pos., Paris Club member creditors, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PCPU.US", "name": "Public Sector Ext. Debt Pos., Paris Club member creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PGNG.CD", "name": "Debt outstanding and disbursed, PPG and PNG private creditors (DOD, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Long-term debt outstanding and disbursed (LDOD) is the total outstanding long-term debt at year end. \u00a0Private nonguaranteed long-term debt outstanding and disbursed (LDOD) is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Long-term debt outstanding and disbursed (LDOD) is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DOD.PNGB.CD", "name": "PNG, bonds (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term debt from bonds that are privately placed. Private nonguaranteed long-term debt outstanding and disbursed is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PNGC.CD", "name": "PNG, commercial banks and other creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Private nonguaranteed long-term debt outstanding and disbursed is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PRAE.IL.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., All maturities, Debt liab. of dir. investors to DI ent., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRBA.CD.LT.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Deposit-Taking Corp., exc. CB, creditors, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRBA.CD.ST.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Deposit-Taking Corp., exc. CB, creditors, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRBA.CD.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Deposit-Taking Corp., exc. CB, creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRBL.CD.LT.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Official bilateral creditors, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRBL.CD.ST.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Official bilateral creditors, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRBL.CD.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Official bilateral creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRBN.LT.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Long-term, Debt securities, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "DT.DOD.PRCD.LT.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Long-term, Currency and deposits , USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRCD.ST.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Short-term, Currency and deposits , USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRDI.IL.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., All maturities, Debt liab. of DI ent. to dir. investors, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRFE.IL.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., All maturities, Debt liab. to fellow ent., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRLO.LT.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Long-term, Loans, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRLO.ST.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Short-term, Loans, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRLT.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRMM.ST.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Short-term, Debt securities, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRMU.CD.LT.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Multilateral creditors, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRMU.CD.ST.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Multilateral creditors, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRMU.CD.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Multilateral creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PROD.LT.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Long-term, Other debt liabilities, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PROD.ST.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Short-term, Other debt liabilities, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PROP.CB.CD", "name": "CB, other private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank other private credits from manufacturers, exporters, and other suppliers of goods. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.PROP.CD", "name": "PPG, other private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PROP.GG.CD", "name": "GG, other private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PROP.OPS.CD", "name": "OPS, other private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PROP.PRVG.CD", "name": "PRVG, other private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PROP.PS.CD", "name": "PS, other private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PROT.CD.LT.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Other creditors, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PROT.CD.ST.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Other creditors, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PROT.CD.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Other creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRPG.CD", "name": "External debt stocks, private guaranteed by public sector (PPG) (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt comprises external obligations of private debtors that are guaranteed for repayment by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PRST.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Short-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRTC.LT.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Long-term, Trade credit and advances, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRTC.ST.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRTD.CD.LT.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Debt securities' holders, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRTD.CD.ST.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Debt securities' holders, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRTD.CD.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Debt securities' holders, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.AR.T4.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., All maturities, Arrears, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.CD", "name": "External debt stocks, long-term private sector (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Long-term private sector external debt conveys information about the distribution of long-term debt for DRS countries by type of debtor (private banks and private entities). Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PRVS.CD.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, Arrears, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.CD.LT.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.CD.ST.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.CD.T3.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., All Creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.CD.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.DI.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Long-term, DI: Intercom. Lending, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.DS.LT.T4.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Long-term, Debt securities, Memo item, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.DS.ST.T4.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Short-term, Debt securities, Memo item, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.DS.T4.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., All maturities, Debt securities, Memo item, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.IR.T4.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., All maturities, Arrears, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.LT.TO.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.PR.T4.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., All maturities, Arrears, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.ST.AR.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVS.TO.T4.US", "name": "Publicly Guar. Private Sector Ext. Debt Pos., All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PRVT.CB.CD", "name": "CB, private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from private creditors.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.DOD.PRVT.CD", "name": "PPG, private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PRVT.GG.CD", "name": "GG, private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PRVT.OPS.CD", "name": "OPS, private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PRVT.PRVG.CD", "name": "PRVG, private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PRVT.PS.CD", "name": "PS, private creditors (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private creditors include commercial banks, bondholders, and other private creditors. This line includes only publicly guaranteed creditors. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PSDR.LT.AR.US", "name": "Public Sector Ext. Debt Pos., Long-term, Special drawing rights (allocations), USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUAE.IL.US", "name": "Public Sector Ext. Debt Pos., All maturities, Debt liab. of dir. investors to DI ent., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBA.CD.LT.US", "name": "Public Sector Ext. Debt Pos., Deposit-Taking Corp., exc. CB, creditors, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBA.CD.ST.US", "name": "Public Sector Ext. Debt Pos., Deposit-Taking Corp., exc. CB, creditors, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBA.CD.US", "name": "Public Sector Ext. Debt Pos., Deposit-Taking Corp., exc. CB, creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBL.CD.LT.US", "name": "Public Sector Ext. Debt Pos., Official bilateral creditors, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBL.CD.ST.US", "name": "Public Sector Ext. Debt Pos., Official bilateral creditors, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBL.CD.US", "name": "Public Sector Ext. Debt Pos., Official bilateral creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBN.LT.AR.US", "name": "Public Sector Ext. Debt Pos., Long-term, Debt securities, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.AR.T4.US", "name": "Public Sector Ext. Debt Pos., All maturities, Arrears, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.CD", "name": "External debt stocks, long-term public sector (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Long-term public sector external debt conveys information about the distribution of long-term debt for DRS countries by type of debtor (central government, state and local government, central bank, public and mixed enterprises, and official development banks). Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PUBS.CD.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, Arrears, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.CD.LT.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.CD.ST.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.CD.T3.US", "name": "Public Sector Ext. Debt Pos., All Creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.CD.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.DI.US", "name": "Public Sector Ext. Debt Pos., All maturities, DI: Intercom. Lending, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.DS.LT.T4.US", "name": "Public Sector Ext. Debt Pos., Long-term, Debt securities, Memo item, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.DS.ST.T4.US", "name": "Public Sector Ext. Debt Pos., Short-term, Debt securities, Memo item, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.DS.T4.US", "name": "Public Sector Ext. Debt Pos., All maturities, Debt securities, Memo item, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.IR.T4.US", "name": "Public Sector Ext. Debt Pos., All maturities, Arrears, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.LT.TO.US", "name": "Public Sector Ext. Debt Pos., Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.PR.T4.US", "name": "Public Sector Ext. Debt Pos., All maturities, Arrears, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.ST.AR.US", "name": "Public Sector Ext. Debt Pos., Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUBS.TO.T4.US", "name": "Public Sector Ext. Debt Pos., All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUCD.LT.AR.US", "name": "Public Sector Ext. Debt Pos., Long-term, Currency and deposits , USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUCD.ST.AR.US", "name": "Public Sector Ext. Debt Pos., Short-term, Currency and deposits , USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUDI.IL.US", "name": "Public Sector Ext. Debt Pos., All maturities, Debt liab. of DI ent. to dir. investors, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUFE.IL.US", "name": "Public Sector Ext. Debt Pos., All maturities, Debt liab. to fellow ent., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PULO.LT.AR.US", "name": "Public Sector Ext. Debt Pos., Long-term, Loans, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PULO.ST.AR.US", "name": "Public Sector Ext. Debt Pos., Short-term, Loans, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PULT.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Long-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUMM.ST.AR.US", "name": "Public Sector Ext. Debt Pos., Short-term, Debt securities, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUMU.CD.LT.US", "name": "Public Sector Ext. Debt Pos., Multilateral creditors, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUMU.CD.ST.US", "name": "Public Sector Ext. Debt Pos., Multilateral creditors, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUMU.CD.US", "name": "Public Sector Ext. Debt Pos., Multilateral creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUOD.LT.AR.US", "name": "Public Sector Ext. Debt Pos., Long-term, Other debt liabilities, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUOO.ST.AR.US", "name": "Public Sector Ext. Debt Pos., Short-term, Other debt liabilities, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUOT.CD.LT.US", "name": "Public Sector Ext. Debt Pos., Other creditors, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUOT.CD.ST.US", "name": "Public Sector Ext. Debt Pos., Other creditors, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUOT.CD.US", "name": "Public Sector Ext. Debt Pos., Other creditors, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUST.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Short-term, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUTC.LT.AR.US", "name": "Public Sector Ext. Debt Pos., Long-term, Trade credit and advances, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUTC.ST.AR.US", "name": "Public Sector Ext. Debt Pos., Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUTD.CD.LT.US", "name": "Public Sector Ext. Debt Pos., Debt securities' holders, Long-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUTD.CD.ST.US", "name": "Public Sector Ext. Debt Pos., Debt securities' holders, Short-term, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PUTD.CD.US", "name": "Public Sector Ext. Debt Pos., Debt securities' holders, All maturities, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PVLT.CD", "name": "Present value of debt (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.PVLX.CD", "name": "Present value of external debt (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Present value of debt is the sum of short-term external debt plus the discounted sum of total debt service payments due on public, publicly guaranteed, and private nonguaranteed long-term external debt over the life of existing loans. This calculation assumes that the PV of loans with a negative grant element is equal to the nominal value of the loan. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PVLX.EX.ZS", "name": "Present value of external debt (% of exports of goods, services and primary income)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Present value of debt is the sum of short-term external debt plus the discounted sum of total debt service payments due on public, publicly guaranteed, and private nonguaranteed long-term external debt over the life of existing loans. This calculation assumes that the PV of loans with a negative grant element is equal to the nominal value of the loan. The exports denominator is a three-year average.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PVLX.GN.ZS", "name": "Present value of external debt (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Present value of debt is the sum of short-term external debt plus the discounted sum of total debt service payments due on public, publicly guaranteed, and private nonguaranteed long-term external debt over the life of existing loans. This calculation assumes that the PV of loans with a negative grant element is equal to the nominal value of the loan. The GNI denominator is a three-year average.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.PVLX.ND.ZS", "name": "Present value to nominal value of debt (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Present value of debt is the sum of short-term external debt plus the discounted sum of total debt service payments due on public, publicly guaranteed, and private nonguaranteed long-term external debt over the life of existing loans. \u00a0Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt. Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. Data are in current U.S. dollars. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DOD.RSDL.CD", "name": "Residual, debt stock-flow reconciliation (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The residual difference, i.e. the change in stock not explained by any of the factors identified under debt stock-flow reconciliation, is calculated as the sum of identified accounts minus the change in stock. Where the latter is large it can, in some cases, serve as an illustration of the inconsistencies in the reported data. More often however, it can be explained by specific borrowing phenomenon in individual countries. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOD.SDLT.CD.PU.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Long-term, Special drawing rights (allocations), USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.TCLT.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Long-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.TCLT.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Long-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.TCST.CD.PR.AR.US", "name": "Gross Ext. Debt Pos., Publicly Guar. Private Sector Ext. Debt, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.TCST.CD.PU.AR.US", "name": "Gross Ext. Debt Pos., Public Sector Ext. Debt, Short-term, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOD.VTOT.CD", "name": "External debt stocks, variable rate (DOD, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Variable interest rate is long-term external debt with interest rates that float with movements in a key market rate; for example, the London interbank offered rate (LIBOR) or the U.S. prime rate. This item conveys information about the borrower's exposure to changes in international interest rates. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DOR.DECT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., All Sectors, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.CB.DS.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, All maturities, Debt securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.CD.IL.US", "name": "Gross Ext. Debt Pos., ST Rem., DI: Intercom Lending, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.DS.US", "name": "Gross Ext. Debt Pos., ST Rem., All Sectors, All maturities, Debt securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.GG.DS.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, All maturities, Debt securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.IL.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., DI: Intercom Lending, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.MA.DS.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, All maturities, Debt securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, All maturities, All instruments, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.OT.DS.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, All maturities, Debt securities, Memo item, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DECT.RL.US", "name": "Gross Ext. Debt Pos., ST Rem., All Sectors, All maturities, All instruments, Reserve related liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DIDI.CD.IL.US", "name": "Gross Ext. Debt Pos., ST Rem., DI: Intercom Lending, ST debt on orig. maturity, Debt liab. of DI ent. to dir. investors, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DIFE.CD.IL.US", "name": "Gross Ext. Debt Pos., ST Rem., DI: Intercom Lending, ST debt on orig. maturity, Debt liab. to fellow ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DIIE.CD.IL.US", "name": "Gross Ext. Debt Pos., ST Rem., DI: Intercom Lending, ST debt on orig. maturity, Debt liab. of dir. investors to DI ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLBN.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, LT debt obg pmt 1year or less, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLBN.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, LT debt obg pmt 1year or less, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLBN.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, LT debt obg pmt 1year or less, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLBN.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, LT debt obg pmt 1year or less, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLCD.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, LT debt obg pmt 1year or less, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLCD.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, LT debt obg pmt 1year or less, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLCD.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, LT debt obg pmt 1year or less, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTC.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, LT debt obg pmt 1year or less, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTL.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, LT debt obg pmt 1year or less, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTL.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, LT debt obg pmt 1year or less, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTL.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, LT debt obg pmt 1year or less, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTL.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, LT debt obg pmt 1year or less, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTO.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, LT debt obg pmt 1year or less, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTO.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, LT debt obg pmt 1year or less, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTO.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, LT debt obg pmt 1year or less, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTO.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, LT debt obg pmt 1year or less, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTT.CD.CB.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, LT debt obg pmt 1year or less, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTT.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, LT debt obg pmt 1year or less, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTT.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, LT debt obg pmt 1year or less, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLTT.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, LT debt obg pmt 1year or less, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLXF.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, LT debt obg pmt 1year or less, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLXF.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, LT debt obg pmt 1year or less, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLXF.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, LT debt obg pmt 1year or less, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DLXF.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, LT debt obg pmt 1year or less, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSCD.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, ST debt on orig. maturity, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSCD.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, ST debt on orig. maturity, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSCD.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, ST debt on orig. maturity, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSCD.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, ST debt on orig. maturity, Currency and deposits, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSOO.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, ST debt on orig. maturity, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSOO.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, ST debt on orig. maturity, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSOO.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, ST debt on orig. maturity, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSOO.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, ST debt on orig. maturity, Other debt liabilities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTC.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, ST debt on orig. maturity, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTC.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, ST debt on orig. maturity, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTC.CD.IL.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., DI: Intercom Lending, ST debt on orig. maturity, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTC.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, ST debt on orig. maturity, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTC.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, ST debt on orig. maturity, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTC.CD.RM.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., All Sectors, All maturities, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTL.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, ST debt on orig. maturity, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTL.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, ST debt on orig. maturity, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTL.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, ST debt on orig. maturity, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTL.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, ST debt on orig. maturity, Loans, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTM.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, ST debt on orig. maturity, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTM.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, ST debt on orig. maturity, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTM.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, ST debt on orig. maturity, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTM.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, ST debt on orig. maturity, Debt securities, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTT.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Deposit-Taking Corp., exc. CB, ST debt on orig. maturity, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTT.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., General Government, ST debt on orig. maturity, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTT.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Central Bank, ST debt on orig. maturity, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.DSTT.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., Other Sectors, ST debt on orig. maturity, Trade credit and advances, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.LTDI.CD.IL.RM.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., DI: Intercom Lending, LT debt obg pmt 1year or less, Debt liab. of DI ent. to dir. investors, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.LTFE.CD.IL.RM.US", "name": "Gross Ext. Debt Pos., ST Rem., DI: Intercom Lending, LT debt obg pmt 1year or less, Debt liab. to fellow ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.LTIE.CD.IL.RM.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., DI: Intercom Lending, LT debt obg pmt 1year or less, Debt liab. of dir. investors to DI ent., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DOR.LTOT.CD.IL.RM.AR.US", "name": "Gross Ext. Debt Pos., ST Rem., DI: Intercom Lending, LT debt obg pmt 1year or less, All instruments, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.DSB.DPPG.CD", "name": "Debt buyback (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Debt buyback is the repurchase by a debtor of its own debt, discounted or at par. In the event of a buyback of long-term debt, the face value of the debt bought back will be recorded as a decline in the long-term debt stock, and the cash amount received by creditors will be recorded as a principal repayment. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DSF.DPPG.CD", "name": "Debt stock reduction (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Debt stock reductions show the amount that has been netted out of the stock of debt using debt conversion schemes such as buybacks and equity swaps or the discounted value of long-term bonds that were issued in exchange for outstanding debt. It includes the effect of any financial operation that will reduce the debt stock other than debt stock restructuring, repayment of principal and debt forgiven. In particular, debt stock reduction will include the face value of debt bought back, the face value of debt swapped for equity (or \"nature\" or \"development\"), any face value reduction that might result as the consequence of a bond exchange, and any face value reduction resulting from an exchange of debt for discount bonds. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.DTA.DLXF.CD", "name": "Total stock of arrears (principal and interest payments) (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Principal and interest payments due but not paid.  ", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.DTA.OADJ.CD", "name": "Adjustment to Arrears", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Adjustment to Arrears. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "DT.DXR.DPPG.CD", "name": "Debt stock rescheduled (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Debt stocks rescheduled is the amount of debt outstanding rescheduled in any given year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.GPA.DPPG", "name": "Average grace period on new external debt commitments (years)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Grace period is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. To obtain the average, the grace periods for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.GPA.OFFT", "name": "Average grace period on new external debt commitments, official (years)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Grace period is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. To obtain the average, the grace periods for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.GPA.PRVT", "name": "Average grace period on new external debt commitments, private (years)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Grace period is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. To obtain the average, the grace periods for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.GRE.DPPG", "name": "Average grant element on new external debt commitments (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. To obtain the average, the grant elements for all public and publicly guaranteed loans have been weighted by the amounts of the loans. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Commitments cover the total amount of loans for which contracts were signed in the year specified. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Data for private nonguaranteed debt are not available.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.GRE.OFFT", "name": "Average grant element on new external debt commitments, official (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. To obtain the average, the grant elements for all public and publicly guaranteed loans have been weighted by the amounts of the loans. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Commitments cover the total amount of loans for which contracts were signed in the year specified. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.GRE.PRVT", "name": "Average grant element on new external debt commitments, private (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. To obtain the average, the grant elements for all public and publicly guaranteed loans have been weighted by the amounts of the loans. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Commitments cover the total amount of loans for which contracts were signed in the year specified. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.HPC.COMR.PV", "name": "Debt relief committed under HIPC initiative, cumulative US$ in end-2012 NPV terms", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Debt relief is committed as of the decision point (assuming full participation of creditors) under the enhanced HIPC Initiative. It is calculated as the amount needed to bring the net present value (NPV) of the country's debt level to the thresholds established by the HIPC Initiative (150 percent of exports or in certain cases 250 percent of fiscal revenues). Topping-up assistance and assistance provided under the original HIPC Initiative were committed in net present value terms as of the decision point and are converted to end-2012 terms.", "sourceOrganization": "World Bank, Economic Policy and Debt Department.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DT.HPC.MDRI.PV", "name": "Debt relief delivered in full under MDRI initiative, cumulative US$ in end-2012 NPV terms", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Debt relief delivered in full under MDRI initiative is the net present value of debt relief from International Development Association, International Monetary Fund, African Development Fund, and Inter-American Development Bank and delivered to countries having reached the HIPC completion point converted to end-2012 terms.", "sourceOrganization": "World Bank, Economic Policy and Debt Department.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DT.HPC.STTS", "name": "Status under enhanced HIPC initiative", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Indicator shows the status of heavily indebted poor countries country under the enhanced HIPC initiative. Heavily indebted poor countries reach HIPC decision point if they have a track record of macroeconomic stability, have prepared an Interim Poverty Reduction Strategy through a participatory process, and have cleared or reached an agreement on a process to clear, the outstanding arrears to multilateral creditors. The amount of debt relief necessary to bring countries\u2019 debt indicators to HIPC thresholds is calculated, and countries begin receiving debt relief. Heavily indebted poor countries reach HIPC completion point if they maintain macroeconomic stability under a Poverty Reduction and Growth Facility (PRGF) supported program, carry out key structural and social reforms agreed on at the decision point, and implement satisfactorily Poverty Reduction Strategy for one year. Debt relief is then provided irrevocably by the country\u2019s creditors.", "sourceOrganization": "World Bank, Economic Policy and Debt Department.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DT.HPC.TOTL.PV", "name": "Debt relief committed under HIPC and MDRI initiatives, cumulative US$ in end-2012 NPV terms", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Debt relief is committed as of the decision point (assuming full participation of creditors) under the enhanced HIPC Initiative. It is calculated as the amount needed to bring the net present value (NPV) of the country's debt level to the thresholds established by the HIPC Initiative (150 percent of exports or in certain cases 250 percent of fiscal revenues). Topping-up assistance and assistance provided under the original HIPC Initiative were committed in net present value terms as of the decision point and are converted to end-2012 terms. Debt relief delivered in full under MDRI initiative is the net present value of debt relief from International Development Association, International Monetary Fund, African Development Fund, and Inter-American Development Bank and delivered to countries having reached the HIPC completion point converted to end-2012 terms.", "sourceOrganization": "World Bank, Economic Policy and Debt Department.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "DT.INA.DECT.CD", "name": "Adjustments to scheduled interest (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Interest due is actual amounts of interest due in currency, goods, or services in the year specified. \u00a0Interest payments are actual amounts of interest paid in currency, goods, or services in the year specified. This item includes interest paid on long-term debt, IMF charges, and interest paid on short-term debt. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt. \u00a0Data are in current U.S. dollars. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": [{}]}
{"id": "DT.IND.DEXF.CD", "name": "Interest due, total long-term and short term, including IMF per BOP (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Interest due is actual amounts of interest due in currency, goods, or services in the year specified. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.INP.DECT.00.03.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 0 to 3 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.03.YR.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 3yrs, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.04.06.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 3 to 6 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.04.YR.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 4yrs, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.05.10.YR.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 5 to 10 yrs, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.05.YR.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 5yrs, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.07.09.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 6 to 9 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.10.12.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 9 to 12 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.10.15.YR.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 10 to 15 yrs, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.13.18.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 12 to 18 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.19.24.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, 18 to 24 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.03.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, More than 0 to 3, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.0912.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, More than 9 to 12, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.1218.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, More than 12 to 18, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.1824.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, More than 18 to 24, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.36.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, More than 3 to 6, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.69.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, More than 6 to 9, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.AR.03.US", "name": "Gross Ext. Debt Pmt, Interest payments on SDR allocations, More than 0 to 3, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Interest payments on SDR allocations, More than 9 to 12, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Interest payments on SDR allocations, More than 12 to 18, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Interest payments on SDR allocations, More than 18 to 24, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.AR.36.US", "name": "Gross Ext. Debt Pmt, Interest payments on SDR allocations, More than 3 to 6, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.AR.69.US", "name": "Gross Ext. Debt Pmt, Interest payments on SDR allocations, More than 6 to 9, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Interest payments on SDR allocations, Immediate, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.CD.SA.IQ.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, Immediate, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INP.DECT.IQ.SA.00.US", "name": "Ext. Debt Service Pmt, Interest payments on SDR allocations, Immediately, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.00.03.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 0 to 3 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.03.YR.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 3yrs, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.04.06.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 3 to 6 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.04.YR.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 4yrs, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.05.10.YR.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 5 to 10 yrs, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.05.YR.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 5yrs, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.07.09.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 6 to 9 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.10.12.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 9 to 12 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.10.15.YR.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 10 to 15 yrs, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.13.18.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 12 to 18 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.19.24.MO.SA.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, 18 to 24 mo., All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.03.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, More than 0 to 3, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.0912.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, More than 9 to 12, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.1218.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, More than 12 to 18, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.1824.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, More than 18 to 24, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.36.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, More than 3 to 6, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.69.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, More than 6 to 9, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.AR.03.US", "name": "Gross Ext. Debt Pmt, Interest receipts on SDR holdings, More than 0 to 3, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Interest receipts on SDR holdings, More than 9 to 12, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Interest receipts on SDR holdings, More than 12 to 18, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Interest receipts on SDR holdings, More than 18 to 24, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.AR.36.US", "name": "Gross Ext. Debt Pmt, Interest receipts on SDR holdings, More than 3 to 6, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.AR.69.US", "name": "Gross Ext. Debt Pmt, Interest receipts on SDR holdings, More than 6 to 9, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Interest receipts on SDR holdings, Immediate, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.CD.SA.IQ.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, Immediate, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DECT.IQ.SA.00.US", "name": "Ext. Debt Service Pmt, Interest receipts on SDR holdings, Immediately, All instruments, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INR.DPPG", "name": "Average interest on new external debt commitments (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest represents the average interest rate on all new public and publicly guaranteed loans contracted during the year. To obtain the average, the interest rates for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INR.OFFT", "name": "Average interest on new external debt commitments, official (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest represents the average interest rate on all new public and publicly guaranteed loans contracted during the year. To obtain the average, the interest rates for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INR.PRVT", "name": "Average interest on new external debt commitments, private (%)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest represents the average interest rate on all new public and publicly guaranteed loans contracted during the year. To obtain the average, the interest rates for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.BLAT.CB.CD", "name": "CB, bilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.INT.BLAT.CD", "name": "PPG, bilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.BLAT.GG.CD", "name": "GG, bilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.BLAT.OPS.CD", "name": "OPS, bilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.BLAT.PRVG.CD", "name": "PRVG, bilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sectorbilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.BLAT.PS.CD", "name": "PS, bilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.BLTC.CB.CD", "name": "CB, bilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent.  Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.INT.BLTC.CD", "name": "PPG, bilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.BLTC.GG.CD", "name": "GG, bilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.BLTC.OPS.CD", "name": "OPS, bilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.BLTC.PRVG.CD", "name": "PRVG, bilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.BLTC.PS.CD", "name": "PS, bilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DEAE.CD.IL.03.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 0 to 3, Debt liab. of dir. investors to DI ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEAE.CD.IL.0912.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 9 to 12, Debt liab. of dir. investors to DI ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEAE.CD.IL.1218.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 12 to 18, Debt liab. of dir. investors to DI ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEAE.CD.IL.1824.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 18 to 24, Debt liab. of dir. investors to DI ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEAE.CD.IL.24P.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 2yrs, Debt liab. of dir. investors to DI ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEAE.CD.IL.36.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 3 to 6, Debt liab. of dir. investors to DI ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEAE.CD.IL.69.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 6 to 9, Debt liab. of dir. investors to DI ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEAE.CD.IL.IQ.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, Immediate, Debt liab. of dir. investors to DI ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECB.CD", "name": "Interest payments on external debt, central bank (PPG) (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank long-term debt are aggregated. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.INT.DECT.CD", "name": "Interest payments on external debt, total (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. This item includes interest paid on long-term debt, IMF charges, and interest paid on short-term debt. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DECT.CD.00.03.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 0 to 3 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.03.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 0 to 3, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.03.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 3yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.04.06.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 3 to 6 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.04.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 4yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.05.10.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 5 to 10 yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.05.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 5yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.07.09.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 6 to 9 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.0912.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 9 to 12, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.10.12.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 9 to 12 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.10.15.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 10 to 15 yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.1218.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 12 to 18, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.13.18.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 12 to 18 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.15.UP.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, More than15yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.1824.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 18 to 24, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.19.24.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 18 to 24 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.24P.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 2yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.36.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 3 to 6, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.69.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 6 to 9, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.AR.03.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 0 to 3, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.AR.0912.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 9 to 12, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.AR.1218.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 12 to 18, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "DT.INT.DECT.CD.AR.1824.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 18 to 24, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.AR.24P.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 2yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.AR.36.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 3 to 6, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.AR.69.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 6 to 9, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.AR.IQ.US", "name": "Gross Ext. Debt Pmt, All Sectors, Immediate, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.CB.03.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.CB.0912.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.CB.1218.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.CB.1824.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.CB.24P.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.CB.36.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.CB.69.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.CB.IQ.US", "name": "Ext. Debt Service Pmt, Deposit-Taking Corp., exc. CB, Immediate, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.CB.RM.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, One year or less, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.GG.03.US", "name": "Ext. Debt Service Pmt, General Government, More than 0 to 3, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.GG.0912.US", "name": "Ext. Debt Service Pmt, General Government, More than 9 to 12, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.GG.1218.US", "name": "Ext. Debt Service Pmt, General Government, More than 12 to 18, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.GG.1824.US", "name": "Ext. Debt Service Pmt, General Government, More than 18 to 24, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.GG.24P.US", "name": "Ext. Debt Service Pmt, General Government, More than 2yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.GG.36.US", "name": "Ext. Debt Service Pmt, General Government, More than 3 to 6, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.GG.69.US", "name": "Ext. Debt Service Pmt, General Government, More than 6 to 9, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.GG.IQ.US", "name": "Ext. Debt Service Pmt, General Government, Immediate, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.GG.RM.US", "name": "Gross Ext. Debt Pos., General Government, One year or less, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IL.03.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 0 to 3, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IL.0912.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 9 to 12, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IL.1218.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 12 to 18, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IL.1824.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 18 to 24, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IL.24P.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 2yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IL.36.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 3 to 6, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IL.69.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, More than 6 to 9, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IL.IQ.US", "name": "Ext. Debt Service Pmt, DI: Intercom Lending, Immediate, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IL.RM.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, One year or less, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IQ.00.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, Immediately, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.IQ.US", "name": "Ext. Debt Service Pmt, All Sectors, Immediate, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.MA.03.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 0 to 3, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.MA.0912.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 9 to 12, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.MA.1218.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 12 to 18, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.MA.1824.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 18 to 24, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.MA.24P.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 2yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.MA.36.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 3 to 6, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.MA.69.US", "name": "Ext. Debt Service Pmt, Central Bank, More than 6 to 9, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.MA.IQ.US", "name": "Ext. Debt Service Pmt, Central Bank, Immediate, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.MA.RM.US", "name": "Gross Ext. Debt Pos., Central Bank, One year or less, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.OS.03.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 0 to 3, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.OS.0912.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 9 to 12, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.OS.1218.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 12 to 18, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.OS.1824.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 18 to 24, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.OS.24P.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 2yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.OS.36.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 3 to 6, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.OS.69.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 6 to 9, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.OS.IQ.US", "name": "Ext. Debt Service Pmt, Other Sectors, Immediate, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.OS.RM.US", "name": "Gross Ext. Debt Pos., Other Sectors, One year or less, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.CD.RM.US", "name": "Gross Ext. Debt Pos., All Sectors, One year or less, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DECT.EX.ZS", "name": "Interest payments on external debt (% of exports of goods, services and primary income)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Total interest payments to exports of goods, services and primary income. Total interest payment is the sum of interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and charges to the IMF.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DECT.GN.ZS", "name": "Interest payments on external debt (% of GNI)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Total interest payments to gross national income.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DEFE.CD.IL.03.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 0 to 3, Debt liab. to fellow ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEFE.CD.IL.0912.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 9 to 12, Debt liab. to fellow ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEFE.CD.IL.1218.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 12 to 18, Debt liab. to fellow ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEFE.CD.IL.1824.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 18 to 24, Debt liab. to fellow ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEFE.CD.IL.24P.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 2yrs, Debt liab. to fellow ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEFE.CD.IL.36.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 3 to 6, Debt liab. to fellow ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEFE.CD.IL.69.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 6 to 9, Debt liab. to fellow ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEFE.CD.IL.IQ.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, Immediate, Debt liab. to fellow ent., Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DEGG.CD", "name": "Interest payments on external debt, general government sector (PPG) (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government  long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DEPS.CD", "name": "Interest payments on external debt, public sector (PPG) (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DILD.CD.IL.03.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 0 to 3, Debt liab. of DI ent. to dir. investors, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DILD.CD.IL.0912.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 9 to 12, Debt liab. of DI ent. to dir. investors, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DILD.CD.IL.1218.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 12 to 18, Debt liab. of DI ent. to dir. investors, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DILD.CD.IL.1824.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 18 to 24, Debt liab. of DI ent. to dir. investors, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DILD.CD.IL.24P.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 2yrs, Debt liab. of DI ent. to dir. investors, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DILD.CD.IL.36.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 3 to 6, Debt liab. of DI ent. to dir. investors, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DILD.CD.IL.69.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 6 to 9, Debt liab. of DI ent. to dir. investors, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DILD.CD.IL.IQ.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, Immediate, Debt liab. of DI ent. to dir. investors, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DIMF.CD", "name": "IMF charges (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "IMF charges cover interest payments with respect to all uses of IMF resources, excluding those resulting from drawings in the reserve tranche. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DLBN.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.GG.AR.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.GG.AR.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.GG.AR.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.GG.AR.36.US", "name": "Gross Ext. Debt Pmt, General Government, More than 3 to 6, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.GG.AR.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.MA.AR.03.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 0 to 3, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.MA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 9 to 12, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "DT.INT.DLBN.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.OT.AR.36.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 3 to 6, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.OT.AR.69.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 6 to 9, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLBN.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, Debt securities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.GG.AR.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.GG.AR.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.GG.AR.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.GG.AR.36.US", "name": "Gross Ext. Debt Pmt, General Government, More than 3 to 6, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.GG.AR.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.MA.AR.03.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 0 to 3, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.MA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 9 to 12, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.OT.AR.36.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 3 to 6, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.OT.AR.69.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 6 to 9, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLCD.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, Currency and deposits, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTF.CD", "name": "Interest payments, Long-term debt including IMF credit (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Interest payments on long-term debt are actual amounts of interest paid in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. \u00a0IMF charges cover interest payments with respect to all uses of IMF resources, excluding those resulting from drawings in the reserve tranche. \u00a0", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.INT.DLTL.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.MA.AR.03.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 0 to 3, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.MA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 9 to 12, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTL.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.INT.DLTL.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.GG.AR.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.INT.DLTO.CD.GG.AR.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.INT.DLTO.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.INT.DLTO.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTO.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Other debt liabilities, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.INT.DLTS.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Special drawing rights (allocations), Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTS.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Special drawing rights (allocations), Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTS.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Special drawing rights (allocations), Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTS.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Special drawing rights (allocations), Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTS.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Special drawing rights (allocations), Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.GG.AR.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.GG.AR.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.GG.AR.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.GG.AR.36.US", "name": "Gross Ext. Debt Pmt, General Government, More than 3 to 6, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.GG.AR.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.MA.AR.03.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 0 to 3, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.MA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 9 to 12, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLTT.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.DLXF.CD", "name": "Interest payments on external debt, long-term (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest payments on long-term debt are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DOPS.CD", "name": "Interest payments on external debt, other public sector (PPG) (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DPNG.CD", "name": "Interest payments on external debt, private nonguaranteed (PNG) (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DPPG.CD", "name": "Interest payments on external debt, public and publicly guaranteed (PPG) (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.DSTC.CD", "name": "Interest payments on external debt, short-term (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest payments on short-term debt are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. This item includes interest paid on long-term debt, IMF charges, and interest paid on short-term debt. Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MIBR.CD", "name": "PPG, IBRD (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 35 percent or more. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MIDA.CD", "name": "PPG, IDA (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MLAT.CB.CD", "name": "CB, multilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.INT.MLAT.CD", "name": "PPG, multilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MLAT.GG.CD", "name": "GG, multilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MLAT.OPS.CD", "name": "OPS, multilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MLAT.PRVG.CD", "name": "PRVG, multilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MLAT.PS.CD", "name": "PS, multilateral (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MLTC.CB.CD", "name": "CB, multilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.INT.MLTC.CD", "name": "PPG, multilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MLTC.GG.CD", "name": "GG, multilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MLTC.OPS.CD", "name": "OPS, multilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MLTC.PRVG.CD", "name": "PRVG, multilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.MLTC.PS.CD", "name": "PS, multilateral concessional (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.OFFT.CB.CD", "name": "CB, official creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.INT.OFFT.CD", "name": "PPG, official creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.OFFT.GG.CD", "name": "GG, official creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.OFFT.OPS.CD", "name": "OPS, official creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.OFFT.PRVG.CD", "name": "PRVG, official creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.OFFT.PS.CD", "name": "PS, official creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PBND.CB.CD", "name": "CB, bonds (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt in form of bonds. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.INT.PBND.CD", "name": "PPG, bonds (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PBND.GG.CD", "name": "GG, bonds (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government  debt from bonds that are either publicly issued or privately placed. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PBND.OPS.CD", "name": "OPS, bonds (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from bonds that are either publicly issued or privately placed. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PBND.PRVG.CD", "name": "PRVG, bonds (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from bonds that are either publicly issued or privately placed. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PBND.PS.CD", "name": "PS, bonds (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from bonds that are either publicly issued or privately placed. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PCBK.CB.CD", "name": "CB, commercial banks (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with commercial banks. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.INT.PCBK.CD", "name": "PPG, commercial banks (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PCBK.GG.CD", "name": "GG, commercial banks (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government commercial bank loans from private banks and other private financial institutions. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PCBK.OPS.CD", "name": "OPS, commercial banks (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other oublic sector  commercial bank loans from private banks and other private financial institutions. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PCBK.PRVG.CD", "name": "PRVG, commercial banks (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector commercial bank loans from private banks and other private financial institutions. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PCBK.PS.CD", "name": "PS, commercial banks (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector  commercial bank loans from private banks and other private financial institutions. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PGNG.CD", "name": "Interest payments, PPG and PNG Private creditors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments (LINT) are actual amounts of interest paid in currency, goods, or services in the year specified. \u00a0Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Interest payments (LINT) are actual amounts of interest paid in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.INT.PNGB.CD", "name": "PNG, bonds (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term debt from bonds that are privately placed. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PNGC.CD", "name": "PNG, commercial banks and other creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PROP.CB.CD", "name": "CB, other private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank other private credits from manufacturers, exporters, and other suppliers of goods. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.INT.PROP.CD", "name": "PPG, other private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PROP.GG.CD", "name": "GG, other private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PROP.OPS.CD", "name": "OPS, other private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PROP.PRVG.CD", "name": "PRVG, other private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PROP.PS.CD", "name": "PS, other private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PRPG.CD", "name": "Interest payments on external debt, private guaranteed by public sector (PPG) (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PRVS.CD.00.03.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 0 to 3 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.03.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 3yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.04.06.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 3 to 6 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.04.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 4yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.05.10.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 5 to 10 yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.05.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 5yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.07.09.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 6 to 9 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.10.12.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 9 to 12 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.10.15.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 10 to 15 yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.13.18.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 12 to 18 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.15.UP.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, More than15yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.19.24.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 18 to 24 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVS.CD.IQ.00.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, Immediately, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PRVT.CB.CD", "name": "CB, private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from private creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.INT.PRVT.CD", "name": "PPG, private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PRVT.GG.CD", "name": "GG, private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PRVT.OPS.CD", "name": "OPS, private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PRVT.PRVG.CD", "name": "PRVG, private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PRVT.PS.CD", "name": "PS, private creditors (INT, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.INT.PUBS.CD.00.03.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 0 to 3 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.03.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 3yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.04.06.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 3 to 6 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.04.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 4yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.05.10.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 5 to 10 yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.05.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 5yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.07.09.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 6 to 9 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.10.12.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 9 to 12 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.10.15.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 10 to 15 yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.13.18.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 12 to 18 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.15.UP.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, More than15yrs, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.19.24.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 18 to 24 mo., All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INT.PUBS.CD.IQ.00.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, Immediately, All instruments, Interest, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTL.CD.GG.AR.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTL.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTL.CD.GG.AR.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTL.CD.GG.AR.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTL.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTL.CD.GG.AR.36.US", "name": "Gross Ext. Debt Pmt, General Government, More than 3 to 6, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTL.CD.GG.AR.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTL.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Loans, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTT.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTT.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTT.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTT.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTT.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTT.CD.OT.AR.36.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 3 to 6, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTT.CD.OT.AR.69.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 6 to 9, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.INTS.DLTT.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, Trade credit and advances, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IWA.DECT.CD.OT.HH.AR.US", "name": "Gross Ext. Debt Pos., HH and nonprofit institu. (NPISHs), All maturities, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IWA.DECT.CD.OT.NB.AR.US", "name": "Gross Ext. Debt Pos., Other financial corporations, All maturities, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IWA.DECT.CD.OT.NF.AR.US", "name": "Gross Ext. Debt Pos., Nonfinancial corporations, All maturities, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IXA.DECT.CD.CB.AR.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IXA.DECT.CD.GG.AR.US", "name": "Gross Ext. Debt Pos., General Government, All maturities, All instruments, Interest, Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IXA.DECT.CD.MA.AR.US", "name": "Gross Ext. Debt Pos., Central Bank, All maturities, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IXA.DECT.CD.OT.AR.US", "name": "Gross Ext. Debt Pos., Other Sectors, All maturities, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IXA.DIDI.CD.IL.US", "name": "Gross Ext. Debt Pos., Debt liab. of DI ent. to dir. investors, All maturities, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IXA.DIFE.CD.IL.US", "name": "Gross Ext. Debt Pos., Debt liab. to fellow ent., All maturities, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IXA.DIIE.CD.IL.US", "name": "Gross Ext. Debt Pos., Debt liab. of dir. investors to DI ent., All maturities, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.IXA.DLXF.CD", "name": "Interest arrears, long-term DOD", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest in arrears on long-term debt is defined as interest payment due but not paid, on a cumulative basis. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.IXA.DPPG.CD", "name": "Interest arrears, long-term DOD (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Interest in arrears on long-term debt is defined as interest payment due but not paid, on a cumulative basis. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.IXA.DPPG.CD.CG", "name": "Net change in interest arrears (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Net change in interest arrears is the variation in the total amount of interest in arrears between two consecutive years. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.IXA.OFFT.CD", "name": "Interest arrears, official creditors (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest in arrears on long-term debt is defined as interest payment due but not paid, on a cumulative basis. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.IXA.PRVT.CD", "name": "Interest arrears, private creditors (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest in arrears on long-term debt is defined as interest payment due but not paid, on a cumulative basis. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.IXF.DPPG.CD", "name": "Interest forgiven (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest forgiven is the amount of interest due or in arrears that was written off or forgiven in any given year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.IXR.DPPG.CD", "name": "Interest rescheduled (capitalized) (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest rescheduled is the amount of interest due or in arrears that was rescheduled in any given year. (Interest capitalized is the interest that became part of the stock of debt due to a rescheduling operation.) Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.IXR.OFFT.CD", "name": "Interest rescheduled, official (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest rescheduled is the amount of interest due or in arrears that was rescheduled in any given year. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organizations include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.IXR.PRVT.CD", "name": "Interest rescheduled, private (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Interest rescheduled is the amount of interest due or in arrears that was rescheduled in any given year. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.MAT.DPPG", "name": "Average maturity on new external debt commitments (years)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Maturity is the number of years to original maturity date, which is the sum of grace and repayment periods. Grace period for principal is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. The repayment period is the period from the first to last repayment of principal. To obtain the average, the maturity for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.MAT.OFFT", "name": "Average maturity on new external debt commitments, official (years)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Maturity is the number of years to original maturity date, which is the sum of grace and repayment periods. Grace period for principal is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. The repayment period is the period from the first to last repayment of principal. To obtain the average, the maturity for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.MAT.PRVT", "name": "Average maturity on new external debt commitments, private (years)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Maturity is the number of years to original maturity date, which is the sum of grace and repayment periods. Grace period for principal is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. The repayment period is the period from the first to last repayment of principal. To obtain the average, the maturity for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BLAT.CB.CD", "name": "CB, bilateral (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NFL.BLAT.CD", "name": "Net financial flows, bilateral (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BLAT.GG.CD", "name": "GG, bilateral (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BLAT.OPS.CD", "name": "OPS, bilateral (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BLAT.PRVG.CD", "name": "PRVG, bilateral (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BLAT.PS.CD", "name": "PS, bilateral (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BLTC.CB.CD", "name": "CB, bilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NFL.BLTC.CD", "name": "PPG, bilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BLTC.GG.CD", "name": "GG, bilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BLTC.OPS.CD", "name": "OPS, bilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BLTC.PRVG.CD", "name": "PRVG, bilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BLTC.PS.CD", "name": "PS, bilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.BOND.CD", "name": "Portfolio investment, bonds (PPG + PNG) (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Bonds are securities issued with a fixed rate of interest for a period of more than one year. They include net flows through cross-border public and publicly guaranteed and private nonguaranteed bond issues. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.CERF.CD", "name": "Net official flows from UN agencies, CERF (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DT.NFL.DECB.CD", "name": "Net flows on external debt, central bank (PPG) (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank long-term debt are aggregated.  The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NFL.DECT.CD", "name": "Net flows on external debt, total (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Net flows on external debt are disbursements on long-term external debt and IMF purchases minus principal repayments on long-term external debt and IMF repurchases up to 1984. Beginning in 1985 this line includes the change in stock of short-term debt (including interest arrears for long-term debt). Thus, if the change in stock is positive, a disbursement is assumed to have taken place; if negative, a repayment is assumed to have taken place. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.DEGG.CD", "name": "Net flows on external debt, general government sector (PPG) (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.DEPS.CD", "name": "Net flows on external debt, public sector (PPG) (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.DLXF.CD", "name": "Net flows on external debt, long-term (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.DOPS.CD", "name": "Net flows on external debt, other public sector (PPG) (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.DPNG.CD", "name": "Net flows on external debt, private nonguaranteed (PNG) (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.DPPG.CD", "name": "Net flows on external debt, public and publicly guaranteed (PPG) (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.DSTC.CD", "name": "Net flows on external debt, short-term (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.FAOG.CD", "name": "Net official flows from UN agencies, FAO (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.IAEA.CD", "name": "Net official flows from UN agencies, IAEA (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.IFAD.CD", "name": "Net official flows from UN agencies, IFAD (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.ILOG.CD", "name": "Net official flows from UN agencies, ILO (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.IMFC.CD", "name": "Net financial flows, IMF concessional (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. IMF is the International Monetary Fund, which provides concessional lending through the Poverty Reduction and Growth Facility and the IMF Trust Fund. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.IMFN.CD", "name": "Net financial flows, IMF nonconcessional (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. IMF is the International Monetary Fund, which provides nonconcessional lending through the credit it provides to its members, mainly to meet balance of payments needs. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MIBR.CD", "name": "Net financial flows, IBRD (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. IBRD is the International Bank for Reconstruction and Development, the founding and largest member of the World Bank Group. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MIDA.CD", "name": "Net financial flows, IDA (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. IDA is the International Development Association, the concessional loan window of the World Bank Group. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MLAT.CB.CD", "name": "CB, multilateral (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NFL.MLAT.CD", "name": "Net financial flows, multilateral (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MLAT.GG.CD", "name": "GG, multilateral (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MLAT.OPS.CD", "name": "OPS, multilateral (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MLAT.PRVG.CD", "name": "PRVG, multilateral (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MLAT.PS.CD", "name": "PS, multilateral (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MLTC.CB.CD", "name": "CB, multilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NFL.MLTC.CD", "name": "PPG, multilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MLTC.GG.CD", "name": "GG, multilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MLTC.OPS.CD", "name": "OPS, multilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MLTC.PRVG.CD", "name": "PRVG, multilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MLTC.PS.CD", "name": "PS, multilateral concessional (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.MOTH.CD", "name": "Net financial flows, others (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. Others is a residual category in the World Bank's Debtor Reporting System. It includes such institutions as the Caribbean Development Fund, Council of Europe, European Development Fund, Islamic Development Bank, Nordic Development Fund, and the like. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.NEBR.CD", "name": "EBRD, private nonguaranteed (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term debt privately placed from the European Bank for Reconstruction and Development (EBRD). Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.NIFC.CD", "name": "IFC, private nonguaranteed (NFL, US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Nonguaranteed long-term debt privately placed from the International Finance Corporation (IFC). Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.OFFT.CB.CD", "name": "CB, official creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NFL.OFFT.CD", "name": "PPG, official creditors (NFL, US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.OFFT.GG.CD", "name": "GG, official creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.OFFT.OPS.CD", "name": "OPS, official creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.OFFT.PRVG.CD", "name": "PRVG, official creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.OFFT.PS.CD", "name": "PS, official creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PBND.CB.CD", "name": "CB, bonds (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt in form of bonds.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NFL.PBND.CD", "name": "PPG, bonds (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PBND.GG.CD", "name": "GG, bonds (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from bonds that are either publicly issued or privately placed. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PBND.OPS.CD", "name": "OPS, bonds (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt  debt from bonds that are either publicly issued or privately placed. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PBND.PRVG.CD", "name": "PRVG, bonds (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sectordebt from bonds that are either publicly issued or privately placed. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PBND.PS.CD", "name": "PS, bonds (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt  from bonds that are either publicly issued or privately placed. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PCBK.CB.CD", "name": "CB, commercial banks (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with commercial banks. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NFL.PCBK.CD", "name": "PPG, commercial banks (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PCBK.GG.CD", "name": "GG, commercial banks (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government commercial bank loans from private banks and other private financial institutions. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PCBK.OPS.CD", "name": "OPS, commercial banks (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector commercial bank loans from private banks and other private financial institutions. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PCBK.PRVG.CD", "name": "PRVG, commercial banks (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector commercial bank loans from private banks and other private financial institutions. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PCBK.PS.CD", "name": "PS, commercial banks (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector commercial bank loans from private banks and other private financial institutions. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PCBO.CD", "name": "Commercial banks and other lending (PPG + PNG) (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Commercial bank and other lending includes net commercial bank lending (public and publicly guaranteed and private nonguaranteed) and other private credits. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PNGB.CD", "name": "PNG, bonds (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Nonguaranteed long-term debt from bonds that are privately placed. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PNGC.CD", "name": "PNG, commercial banks and other creditors (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PROP.CB.CD", "name": "CB, other private creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank other private credits from manufacturers, exporters, and other suppliers of goods. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NFL.PROP.CD", "name": "PPG, other private creditors (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PROP.GG.CD", "name": "GG, other private creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PROP.OPS.CD", "name": "OPS, other private creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PROP.PRVG.CD", "name": "PRVG, other private creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PROP.PS.CD", "name": "PS, other private creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PRPG.CD", "name": "Net flows on external debt, private guaranteed by public sector (PPG) (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PRVT.CB.CD", "name": "CB, private creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from private creditors.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NFL.PRVT.CD", "name": "PPG, private creditors (NFL, US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PRVT.GG.CD", "name": "GG, private creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government  debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PRVT.OPS.CD", "name": "OPS, private creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PRVT.PRVG.CD", "name": "PRVG, private creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.PRVT.PS.CD", "name": "PS, private creditors (NFL, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.RDBC.CD", "name": "Net financial flows, RDB concessional (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. Concessional financial flows cover disbursements made through concessional lending facilities. Regional development banks are the African Development Bank, in Tunis, Tunisia, which serves all of Africa, including North Africa; the Asian Development Bank, in Manila, Philippines, which serves South and Central Asia and East Asia and Pacific; the European Bank for Reconstruction and Development, in London, United Kingdom, which serves Europe and Central Asia; and the Inter-American Development Bank, in Washington, D.C., which serves the Americas. Aggregates include amounts for economies not specified elsewhere. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.RDBN.CD", "name": "Net financial flows, RDB nonconcessional (NFL, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. Nonconcessional financial flows cover all disbursements except those made through concessional lending facilities. Regional development banks are the African Development Bank, in Tunis, Tunisia, which serves all of Africa, including North Africa; the Asian Development Bank, in Manila, Philippines, which serves South and Central Asia and East Asia and Pacific; the European Bank for Reconstruction and Development, in London, United Kingdom, which serves Europe and Central Asia; and the Inter-American Development Bank, in Washington, D.C., which serves the Americas. Aggregates include amounts for economies not specified elsewhere. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NFL.SDGF.CD", "name": "Net official flows from UN agencies, SDGFUND (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DT.NFL.SPRP.CD", "name": "Net official flows from UN agencies, SPRP (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DT.NFL.UNAI.CD", "name": "Net official flows from UN agencies, UNAIDS (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNCD.CD", "name": "Net official flows from UN agencies, UNCDF (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DT.NFL.UNCF.CD", "name": "Net official flows from UN agencies, UNICEF (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNCR.CD", "name": "Net official flows from UN agencies, UNHCR (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNCTAD.CD", "name": "Net official flows from UN agencies, UNCTAD (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DT.NFL.UNCV.CD", "name": "Net official flows from UN agencies, UNCOVID (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DT.NFL.UNDP.CD", "name": "Net official flows from UN agencies, UNDP (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNEC.CD", "name": "Net official flows from UN agencies, UNECE (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNEP.CD", "name": "Net official flows from UN agencies, UNEP (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNFP.CD", "name": "Net official flows from UN agencies, UNFPA (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNID.CD", "name": "Net official flows from UN agencies, UNIDIR (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNIDO.CD", "name": "Net official flows from UN agencies, UNIDO (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DT.NFL.UNPB.CD", "name": "Net official flows from UN agencies, UNPBF (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNRW.CD", "name": "Net official flows from UN agencies, UNRWA (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNTA.CD", "name": "Net official flows from UN agencies, UNTA (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.UNWN.CD", "name": "Net official flows from UN agencies, UNWOMEN (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DT.NFL.UNWT.CD", "name": "Net official flows from UN agencies, UNWTO (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.WFPG.CD", "name": "Net official flows from UN agencies, WFP (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.WHOL.CD", "name": "Net official flows from UN agencies, WHO (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.NFL.WITC.CD", "name": "Net official flows from UN agencies, WTO-ITC (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children\u2019s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme(UNDP), United Nations Population Fund (UNFPA), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Regular Programme for Technical Assistance (UNTA), United Nations Peacebuilding Fund (UNPBF), International Atomic Energy Agency (IAEA), World Health Organization (WHO), United Nations Economic Commission for Europe (UNECE), Food and Agriculture Organization of the United Nations (FAO), International Labour Organization (ILO), United Nations Environment Programme (UNEP), World Tourism Organization (UNWTO), United Nations Institute for Disarmament Research (UNIDIR), United Nations Capital Development Fund (UNCDF), WHO-Strategic Preparedness and Response Plan (SPRP), United Nations Women (UNWOMEN), Covid-19 Response and Recovery Multi-Partner Trust Fund (UNCOVID), Joint Sustainable Development Goals Fund (SDGFUND), Central Emergency Response Fund (CERF), WTO-International Trade Centre (WTO-ITC), United National Conference on Trade and Development (UNCTAD), and United Nations Industrial Development Organization (UNIDO). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": []}
{"id": "DT.NTR.BLAT.CB.CD", "name": "CB, bilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NTR.BLAT.CD", "name": "PPG, bilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.BLAT.GG.CD", "name": "GG, bilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.BLAT.OPS.CD", "name": "OPS, bilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.BLAT.PRVG.CD", "name": "PRVG, bilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.BLAT.PS.CD", "name": "PS, bilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.BLTC.CB.CD", "name": "CB, bilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NTR.BLTC.CD", "name": "PPG, bilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.BLTC.GG.CD", "name": "GG, bilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.BLTC.OPS.CD", "name": "OPS, bilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.BLTC.PRVG.CD", "name": "PRVG, bilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.BLTC.PS.CD", "name": "PS, bilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.DECB.CD", "name": "Net transfers on external debt, central bank (PPG) (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NTR.DECT.CD", "name": "Net transfers on external debt, total (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.DEGG.CD", "name": "Net transfers on external debt, general government sector (PPG) (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.DEPS.CD", "name": "Net transfers on external debt, public sector (PPG) (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.DLXF.CD", "name": "Net transfers on external debt, long-term (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.DOPS.CD", "name": "Net transfers on external debt, other public sector (PPG) (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.DPNG.CD", "name": "Net transfers on external debt, private nonguaranteed (PNG) (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.DPPG.CD", "name": "Net transfers on external debt, public and publicly guaranteed (PPG) (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MIBR.CD", "name": "PPG, IBRD (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 35 percent or more. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MIDA.CD", "name": "PPG, IDA (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MLAT.CB.CD", "name": "CB, multilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NTR.MLAT.CD", "name": "PPG, multilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MLAT.GG.CD", "name": "GG, multilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MLAT.OPS.CD", "name": "OPS, multilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MLAT.PRVG.CD", "name": "PRVG, multilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MLAT.PS.CD", "name": "PS, multilateral (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MLTC.CB.CD", "name": "CB, multilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NTR.MLTC.CD", "name": "PPG, multilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MLTC.GG.CD", "name": "GG, multilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MLTC.OPS.CD", "name": "OPS, multilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MLTC.PRVG.CD", "name": "PRVG, multilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.MLTC.PS.CD", "name": "PS, multilateral concessional (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.OFFT.CB.CD", "name": "CB, official creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NTR.OFFT.CD", "name": "PPG, official creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.OFFT.GG.CD", "name": "GG, official creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.OFFT.OPS.CD", "name": "OPS, official creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.OFFT.PRVG.CD", "name": "PRVG, official creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.OFFT.PS.CD", "name": "PS, official creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PBND.CB.CD", "name": "CB, bonds (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt in form of bonds.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NTR.PBND.CD", "name": "PPG, bonds (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PBND.GG.CD", "name": "GG, bonds (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PBND.OPS.CD", "name": "OPS, bonds (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PBND.PRVG.CD", "name": "PRVG, bonds (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PBND.PS.CD", "name": "PS, bonds (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PCBK.CB.CD", "name": "CB, commercial banks (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with commercial banks. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NTR.PCBK.CD", "name": "PPG, commercial banks (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PCBK.GG.CD", "name": "GG, commercial banks (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PCBK.OPS.CD", "name": "OPS, commercial banks (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PCBK.PRVG.CD", "name": "PRVG, commercial banks (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PCBK.PS.CD", "name": "PS, commercial banks (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PNGB.CD", "name": "PNG, bonds (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term debt from bonds that are privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PNGC.CD", "name": "PNG, commercial banks and other creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PROP.CB.CD", "name": "CB, other private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank other private credits from manufacturers, exporters, and other suppliers of goods. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NTR.PROP.CD", "name": "PPG, other private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PROP.GG.CD", "name": "GG, other private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PROP.OPS.CD", "name": "OPS, other private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PROP.PRVG.CD", "name": "PRVG, other private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sectorother private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PROP.PS.CD", "name": "PS, other private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PRPG.CD", "name": "Net transfers on external debt, private guaranteed by public sector (PPG) (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PRVT.CB.CD", "name": "CB, private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from private creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.NTR.PRVT.CD", "name": "PPG, private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PRVT.GG.CD", "name": "GG, private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PRVT.OPS.CD", "name": "OPS, private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PRVT.PRVG.CD", "name": "PRVG, private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.NTR.PRVT.PS.CD", "name": "PS, private creditors (NTR, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.ODA.ALLD.CD", "name": "Net official development assistance and official aid received (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.ODA.ALLD.GD.ZS", "name": "Net ODA received (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank GDP estimates are used for the denominator.", "topics": []}
{"id": "DT.ODA.ALLD.GDI.ZS", "name": "Aid (% of GDI)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.ODA.ALLD.GI.ZS", "name": "Net official development assistance received (% of gross capital formation)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, and World Bank GCF estimates.", "topics": []}
{"id": "DT.ODA.ALLD.GN.ZS", "name": "Net ODA received (% of GNP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, and World Bank GNI estimates.", "topics": []}
{"id": "DT.ODA.ALLD.GNP.ZS", "name": "Aid (% of GNP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.ODA.ALLD.HIV.CNTRL.CD", "name": "ODA aid disbursements for STD control including HIV/AIDS, all donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "All activities related to sexually transmitted diseases and HIV/AIDS control e.g. information, education and communication; testing; prevention; treatment, care.  Note: data for Sub-Saharan Africa include \"South of Sahara regional\".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.  ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.ALLD.HIV.MITI.CD", "name": "ODA aid disbursements for Social mitigation of HIV/AIDS, all donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Special programmes to address the consequences of HIV/AIDS, e.g. social, legal and economic assistance to people living with HIV/AIDS including food security and employment; support to vulnerable groups and children orphaned by HIV/AIDS; human rights of HIV/AIDS affected people. Note: data for Sub-Saharan Africa include \"South of Sahara regional\".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.  ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.ALLD.IMP.ZS", "name": "Aid (% of imports of goods and services)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.ODA.ALLD.KD", "name": "Net official development assistance and official aid received (constant 2021 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in constant 2021 U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.ODA.ALLD.MLR.CNTRL.CD", "name": "ODA aid disbursements for Malaria control, all donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance (ODA) disbursements for malaria control are spending on prevention and control of malaria.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.ALLD.MP.ZS", "name": "Net ODA received (% exports and imports)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, and World Bank imports of goods and services estimates.", "topics": []}
{"id": "DT.ODA.ALLD.PC.ZS", "name": "Net official development assistance received per capita (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Aid per capita includes both official development assistance (ODA) and official aid, and is calculated by dividing total aid by the midyear population estimate.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, and World Bank population estimates.", "topics": []}
{"id": "DT.ODA.ALLD.POP.ZS", "name": "Aid per capita (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.ODA.ALLD.PRVT.CD", "name": "Total ODA Private Net, all donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net private aid is private transactions broken down into direct investment, portfolio investment and export credits (net). Private transactions are those undertaken by firms and individuals resident in the reporting country. Portfolio investment corresponds to bonds and equities. Inflows into emerging countries\u2019 stocks markets, are, however, heavily understated. Accordingly, the coverage of portfolio investment differs in these regards from the coverage of bank claims, which include indistinguishably export credit lending by banks. The bank claims data represent the net change in banks\u2019 claims after adjustment to eliminate the effect of changes in exchange rates. They are therefore a proxy for net flow data, but are not themselves a net flow figure. They differ in two further regards from other OECD data. First, they relate to loans by banks resident in countries which report quarterly to the Bank for International Settlements (BIS). Secondly, no adjustment has been made to exclude short-term claims.  ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.ALLD.XP.ZS", "name": "Net ODA received (% of central government expenditure)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, and IMF central government expense estimates.", "topics": []}
{"id": "DT.ODA.ALLD.XPD.ZS", "name": "Aid (% of central government expenditures)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.ODA.DACD.ADMN.CD", "name": "Gross ODA aid disbursement for administrative costs of donors, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "These are described as administrative costs. Data are expressed in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.AGPA.BDGT.CD", "name": "Gross ODA aid disbursement for general budget support, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as general budget support.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.AGPA.CD", "name": "Gross ODA aid disbursement for commodity and general program assistance, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for general budget support (DT.ODA.DACD.AGPA.BDGT.CD); development food aid/food security (DT.ODA.DACD.AGPA.FOOD.CD) and other commodity assistance (DT.ODA.DACD.AGPA.OCOM.CD).  Official Bilateral Commitments (or Gross Disburse", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.AGPA.FOOD.CD", "name": "Gross ODA aid disbursement for developmental food aid/food security assistance, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as food aid and food security programmes.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.AGPA.OCOM.CD", "name": "Gross ODA aid disbursement for other commodity assistance, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as import support (capital goods and services; line of credit) and import support for commodities, general goods and services, oil imports.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.ALLS.CD", "name": "Gross ODA aid disbursement for all sectors and functions, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total of all gross aid disbursements.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.CD", "name": "Net ODA received from DAC donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.CD.PC", "name": "Net ODA received per capita from DAC donors(current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database.  World Bank population estimates are used for the denominator.", "topics": []}
{"id": "DT.ODA.DACD.DEBT.CD", "name": "Gross ODA aid disbursement for action related to debt, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as action relating to debt; debt forgiveness; relief of multilateral debt; rescheduling and refinancing; debt for development swap; other debt swap and debt buy-back.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.ECON.BKFN.CD", "name": "Gross ODA aid disbursement for banking & financial services, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as financial policy and administrative management; monetary institutions; formal sector financial intermediaries; informal/semi-formal financial intermediaries and education/training in banking and financial services.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.ECON.BUSN.CD", "name": "Gross ODA aid disbursement for business & other services, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as business support services and institutions and privatisation.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.ECON.CD", "name": "Gross ODA aid disbursement for economic infrastructure, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for transport and storage (DT.ODA.DACD.ECON.TRSP.CD); communications (DT.ODA.DACD.ECON.COMM.CD); energy (DT.ODA.DACD.ECON.NRGY.CD); banking and financial services (DT.ODA.DACD.ECON.BKFN.CD); business and other services (DT.ODA.DACD.ECON.BUSN.CD).", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.ECON.COMM.CD", "name": "Gross ODA aid disbursement for communications, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as communications policy and administrative; telecommunications; radio/television/print media and information and communication technology (ICT).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.ECON.NRGY.CD", "name": "Gross ODA aid disbursement for energy,  DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as energy policy and administrative management; power generation/non-renewable. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.ECON.TRSP.CD", "name": "Gross ODA aid disbursement for transport and storage, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as transport policy and administrative management; road transport; rail transport; water transport; air transport; storage and education and training in transport and storage.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.EDU.BAS.CD", "name": "Gross ODA aid disbursement for basic education, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as primary education; basic life skills for youth and adults and early childhood education.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.EDU.CD", "name": "Gross ODA aid disbursement for education, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for education level unspecified (DT.ODA.DACD.EDU.UNKN.CD); basic education (DT.ODA.DACD.EDU.BAS.CD); secondary education (DT.ODA.DACD.EDU.SEC.CD) and post-secondary education (DT.ODA.DACD.EDU.PSEC.CD).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.EDU.PSEC.CD", "name": "Gross ODA aid disbursement for post-secondary education, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as higher education and advanced technical and managerial training.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.EDU.SEC.CD", "name": "Gross ODA aid disbursement for secondary education, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as secondary education and vocational training.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.EDU.UNKN.CD", "name": "Gross ODA aid disbursement for education (level unspecified), DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as education policy and administrative management; education facilities and training; teacher training and educational research.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.EMRC.CD", "name": "Gross ODA aid disbursement for humanitarian aid, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for other emergency and distress relief (DT.ODA.DACDEMRC.OTHR.CD); reconstruction relief (DT.ODA.DACD.EMRC.RCST.CD) and disaster prevention & preparedness (DT.ODA.DACD.EMRC.DISA.CD).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.EMRC.DISA.CD", "name": "Gross ODA aid disbursement for disaster prevention & preparedness, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is disaster prevention and preparedness.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.EMRC.OTHR.CD", "name": "Gross ODA aid disbursement for emergency response, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as material relief assistance and services; emergency food aid and relief co-ordination; protection and support services.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.EMRC.RCST.CD", "name": "Gross ODA aid disbursement for reconstruction relief and rehabilitation, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as reconstruction relief and rehabilitation.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.GVCS.CD", "name": "Gross ODA aid disbursement for government & civil society, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for general government and civil society (DT.ODA.DACD.GVCS.GEN.CD) and conflict, peace and security (DT.ODA.DACD.GVCS.CPS.CD).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.GVCS.CPS.CD", "name": "Gross ODA aid disbursement for conflict, peace and security, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as security system management and reform; civilian peace-building, conflict prevention and resolution; post-conflict peace-building (UN); reintegration and Small Arms and Light Weapons (SALW) control; land mine clearance and child soldiers (prevention and demobilisation).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.GVCS.GEN.CD", "name": "Gross ODA aid disbursement for general government and civil society, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as economic and development policy/planning; public sector financial management; legal and judicial development; general administration; strengthening civil society; elections; human rights; free flow of information and women's equality organisations and institutions.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.HIV.CNTRL.CD", "name": "ODA aid disbursements for STD control including HIV/AIDS, DAC donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "All activities related to sexually transmitted diseases and HIV/AIDS control e.g. information, education and communication; testing; prevention; treatment, care.  Note: data for Sub-Saharan Africa include \"South of Sahara regional\".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.  ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "DT.ODA.DACD.HIV.MITI.CD", "name": "ODA aid disbursements for Social mitigation of HIV/AIDS, DAC donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Special programmes to address the consequences of HIV/AIDS, e.g. social, legal and economic assistance to people living with HIV/AIDS including food security and employment; support to vulnerable groups and children orphaned by HIV/AIDS; human rights of HIV/AIDS affected people. Note: data for Sub-Saharan Africa include \"South of Sahara regional\".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.  ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "DT.ODA.DACD.HLTH.BAS.CD", "name": "Gross ODA aid disbursement for basic health, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as basic health care; basic health infrastructure; basic nutrition; infectious disease control; health education; malaria control; tuberculosis control and health personnel development.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.HLTH.CD", "name": "Gross ODA aid disbursement for health, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for general health (DT.ODA.DACD.HLTH.GEN.CD) and basic health (DT.ODA.DACD.HLTH.BAS.CD).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.HLTH.GEN.CD", "name": "Gross ODA aid disbursement for general health, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as health policy and administrative management; medical education/training; medical research ad medical services.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. ", "topics": []}
{"id": "DT.ODA.DACD.KD", "name": "Net ODA received from DAC donors (constant 2010 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in constant 2008 dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Aid Recipients, Development Cooperation Report, and International Development Statistics database.", "topics": []}
{"id": "DT.ODA.DACD.MLR.CNTRL.CD", "name": "ODA aid disbursements for Malaria control, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Special programme to address the control of malaria. Note: data for Sub-Saharan Africa include \"South of Sahara regional\".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.  ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "DT.ODA.DACD.MSEC.CD", "name": "Gross ODA aid disbursement for multisector,  DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for general environment protection (DT.ODA.DACD.MSEC.GENV.CD); other multisector initiatives (DT.ODA.DACD.MSEC.OMSEC.CD).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.MSEC.GENV.CD", "name": "Gross ODA aid disbursement for general environment protection, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described environmental policy and administrative management; biosphere protection; bio-diversity; site preservation; flood prevention/control; environmental education/training and environmental research.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.MSEC.OMSEC.CD", "name": "Gross ODA aid disbursement for other multisector initiatives, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as multisector aid; urban development and management; rural development; non-agricultural alternative development; multisector education/training and research/scientific institutions.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.POP.CD", "name": "Gross ODA aid disbursement for population programmes and reproductive health, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as population policy and administrative management; reproductive health care; family planning; STD control including HIV/AIDS and personnel development for population and reproductive health.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.AGRI.AGR.CD", "name": "Gross ODA aid disbursement for agriculture, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as agricultural policy and administrative management; agriculture development; agricultural water land resources; agricultural water resources; agricultural inputs; food crop production; industrial crops/export crops; livestock; agrarian reform; agricultural alternative development; agricultural extension; agricultural education/training;  agricultural research; agricultural services; plant and post-harvest protection and pest control; agricultural financial services, agricultural co-operatives and livestock services. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.AGRI.CD", "name": "Gross ODA aid disbursement for agriculture, forestry and fishing sector, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for agriculture (DT.ODA.DACD.PROD.AGRI.AGR.CD); forestry (DT.ODA.DACD.PROD.AGRI.FORS.CD) and fishing (DT.ODA.DACD.PROD.AGRI.FISH.CD).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.AGRI.FISH.CD", "name": "Gross ODA aid disbursement for fishing, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as fishing policy and administrative management; fishery development; fishery education/training; fishery research and fishery services. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.AGRI.FORS.CD", "name": "Gross ODA aid disbursement for forestry, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as forestry policy and administrative management; forestry development; fuelwood/charcoal; forestry education/training; forestry research and forestry services.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.CD", "name": "Gross ODA aid disbursement for production sectors,  DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for agriculture, forestry and fishing (DT.ODA.DACD.PROD.AGRI.CD); industry, mining and construction (DT.ODA.DACD.PROD.INDS.CD); trade policy and regulations (DT.ODA.DACD.PROD.TRDP.CD) and tourism (DT.ODA.DACD.PROD.TRSM.CD).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.INDS.CD", "name": "Gross ODA aid disbursement for industry, mining and construction, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for industry (DT.ODA.DACD.PROD.INDS.IND.CD); mining (DT.ODA.DACD.PROD.INDS.MIN.CD) and construction (DT.ODA.DACD.PROD.INDS.CON.CD).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.INDS.CON.CD", "name": "Gross ODA aid disbursement for construction,  DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as construction policy and administrative management.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.INDS.IND.CD", "name": "Gross ODA aid disbursement for industry,  DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is industrial policy and administrative management; industrial development; small and medium-sized enterprises (SME) development; cottage industries and handicraft; agri-industries; food industries; textiles, leather and substitutes; chemicals; fertilizer plants; cement/lime/plaster; energy manufacturing; pharmaceutical production; basic metal industries; non-ferous metal industries; engineering; transport equipment industry and technological research and development. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.INDS.MIN.CD", "name": "Gross ODA aid disbursement for mineral resources and mining,  DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as mineral/mining policy and administrative management; mineral prospection and exploration; coal; oil and gas; ferrous metals; non-ferrous metals; precious metals/materials; industrial minerals; fertilizer minerals and offshore minerals. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.TRDP.CD", "name": "Gross ODA aid disbursement for trade policy and regulations, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as trade policy and administrative management; trade facilitation; regional trade agreements (RTAs); multilateral trade negotiations; trade-related adjustment and trade education/training.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PROD.TRSM.CD", "name": "Gross ODA aid disbursement for tourism sector, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This described as tourism policy and administrative management.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.PRVT.CD", "name": "Total ODA Private Net, DAC donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net private aid is private transactions broken down into direct investment, portfolio investment and export credits (net). Private transactions are those undertaken by firms and individuals resident in the reporting country. Portfolio investment corresponds to bonds and equities. Inflows into emerging countries\u2019 stocks markets, are, however, heavily understated. Accordingly, the coverage of portfolio investment differs in these regards from the coverage of bank claims, which include indistinguishably export credit lending by banks. The bank claims data represent the net change in banks\u2019 claims after adjustment to eliminate the effect of changes in exchange rates. They are therefore a proxy for net flow data, but are not themselves a net flow figure. They differ in two further regards from other OECD data. First, they relate to loans by banks resident in countries which report quarterly to the Bank for International Settlements (BIS). Secondly, no adjustment has been made to exclude short-term claims.  Data are expressed in current U.S. dollars. ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.RFGE.CD", "name": "Gross ODA aid disbursement for refugees in donor countries,  DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as support to refugees in donor countries.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.SOCI.CD", "name": "Gross ODA aid disbursement for social infrastructure & services,  DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total for education (DT.ODA.DACD.EDU.CD); health (DT.ODA.DACD.HLTH.CD); population programmes (DT.ODA.DACD.POP.CD); water supply and sanitation (DT.ODA.DACD.WSS.CD) and government and civil society (DT.ODA.DACD.GVCS.CD).  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.TSEC.CD", "name": "Gross ODA aid disbursement for total sector allocable, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the aggregate total of allocable sectors as follows: I.1 Education, Total; I.2 Health, Total; I.3 Population Programmes; I.4 Water Supply & Sanitation; I.5 Government & Civil Society; I.6 Other Social Infrastructure & Services; II.1Transport & Storage; II.2Communications; II.3 Energy; II.4 Banking & Financial Services; II.5 Business & Other Services; III.1 Agriculture - Forestry - Fishing, Total; III.2 Industry - Mining - Construction, Total; III.3 Trade Policy and Regulations; III.4 Tourism; IV.1 General Environment Protection; IV.2 Women In Development; IV.3 Other Multisector. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.UNAL.CD", "name": "Gross ODA aid disbursement for unallocated/unspecified support, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as sectors not specified and promotion of development awareness.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.WSS.CD", "name": "Gross ODA aid disbursement for water supply and sanitation, DAC donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is described as water resources policy and administrative management; water resources protection; water supply and sanitation - large systems; basic drinking water supply and basic sanitation; river development; waste management/disposal and education and training in water supply and sanitation.  Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.DACD.ZSG", "name": "Net ODA received from DAC donors (% of recipient's GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross domestic product estimates are used for the denominator.", "topics": []}
{"id": "DT.ODA.DACD.ZSI", "name": "Net ODA received from DAC donors (% of recipient's GDI)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross domestic investment estimates are used for the denominator.", "topics": []}
{"id": "DT.ODA.MULT.CD", "name": "Net ODA received from multilateral donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.MULT.CD.PC", "name": "Net ODA received per capita from multilateral donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank population estimates are used for the denominator.", "topics": []}
{"id": "DT.ODA.MULT.KD", "name": "Net ODA received from multilateral donors (constant 2010 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in constant 2008 dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank population estimates are used for the denominator.", "topics": [{}]}
{"id": "DT.ODA.MULT.ZSG", "name": "Net ODA received from multilateral donors (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross domestic product estimates are used for the denominator.", "topics": []}
{"id": "DT.ODA.MULT.ZSI", "name": "Net ODA received from multilateral donors (% of gross capital formation)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross capital formation estimates are used for the denominator.", "topics": []}
{"id": "DT.ODA.MULTI.HIV.CNTRL.CD", "name": "ODA aid disbursements for STD control including HIV/AIDS, Multilateral donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "All activities related to sexually transmitted diseases and HIV/AIDS control e.g. information, education and communication; testing; prevention; treatment, care.  Note: data for Sub-Saharan Africa include \"South of Sahara regional\".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.  ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "DT.ODA.MULTI.HIV.MITI.CD", "name": "ODA aid disbursements for Social mitigation of HIV/AIDS, Multilateral donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Special programmes to address the consequences of HIV/AIDS, e.g. social, legal and economic assistance to people living with HIV/AIDS including food security and employment; support to vulnerable groups and children orphaned by HIV/AIDS; human rights of HIV/AIDS affected people. Note: data for Sub-Saharan Africa include \"South of Sahara regional\".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.  ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "DT.ODA.MULTI.MLR.CNTRL.CD", "name": "ODA aid disbursements for Malaria control, multilateral donors total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Special programme to address the control of malaria. Note: data for Sub-Saharan Africa include \"South of Sahara regional\".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.  ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "DT.ODA.NDAC.CD", "name": "Net ODA received from non-DAC donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.NDAC.KD", "name": "Net ODA received from non-DAC donors (constant 2010 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in constant 2008 dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.NDAC.PRVT.CD", "name": "Total ODA Private Net, non-DAC donors (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The transactions covered are those undertaken by residents of non-DAC Member countries.  Net private aid is private transactions broken down into direct investment, portfolio investment and export credits (net). Private transactions are those undertaken by firms and individuals resident in the reporting country. Portfolio investment corresponds to bonds and equities. Inflows into emerging countries\u2019 stocks markets, are, however, heavily understated. Accordingly, the coverage of portfolio investment differs in these regards from the coverage of bank claims, which include indistinguishably export credit lending by banks. The bank claims data represent the net change in banks\u2019 claims after adjustment to eliminate the effect of changes in exchange rates. They are therefore a proxy for net flow data, but are not themselves a net flow figure. They differ in two further regards from other OECD data. First, they relate to loans by banks resident in countries which report quarterly to the Bank for International Settlements (BIS). Secondly, no adjustment has been made to exclude short-term claims.. Data are in current U.S. dollars.  ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.NDAC.ZSG", "name": "Net ODA received from non-DAC bilateral donors (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross domestic product estimates are used for the denominator.", "topics": []}
{"id": "DT.ODA.NDAC.ZSI", "name": "Net ODA received from non-DAC bilateral donors (% of gross capital formation)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. ", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross capital formation estimates are used for the denominator.", "topics": []}
{"id": "DT.ODA.OATL.CD", "name": "Net official aid received (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.ODA.OATL.KD", "name": "Net official aid received (constant 2021 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in constant 2021 U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.ODA.ODAT.CD", "name": "Net official development assistance received (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}, {"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.ODA.ODAT.CD1", "name": "Net official development assistance received (current US$)", "unit": "", "source": {"id": "46", "value": "Sustainable Development Goals "}, "sourceNote": "Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in current U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.", "topics": []}
{"id": "DT.ODA.ODAT.GD.ZS", "name": "Net ODA received (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank GDP estimates are used for the denominator.", "topics": []}
{"id": "DT.ODA.ODAT.GI.ZS", "name": "Net ODA received (% of gross capital formation)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross capital formation estimates are used for the denominator.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.ODA.ODAT.GN.ZS", "name": "Net ODA received (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank GNI estimates are used for the denominator.", "topics": [{"id": "2", "value": "Aid Effectiveness "}, {"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.ODA.ODAT.KD", "name": "Net official development assistance received (constant 2021 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in constant 2021 U.S. dollars.", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: https://data-explorer.oecd.org/.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.ODA.ODAT.MP.ZS", "name": "Net ODA received (% of imports of goods, services and primary income)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank imports of good and services estimates are used for the denominator.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.ODA.ODAT.PC.ZS", "name": "Net ODA received per capita (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official development assistance (ODA) per capita consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients; and is calculated by dividing net ODA received by the midyear population estimate. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank population estimates are used for the denominator.", "topics": [{"id": "2", "value": "Aid Effectiveness "}, {"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.ODA.ODAT.XP.ZS", "name": "Net ODA received (% of central government expense)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).", "sourceOrganization": "Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. IMF central government expense estimates are used for the denominator.", "topics": [{"id": "2", "value": "Aid Effectiveness "}]}
{"id": "DT.SRV.POST.ZS", "name": "Debt service to export ratio, ex-post (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The debt service to export ratio is defined as the total debt service divided by the sum of exports of goods, services, and income plus workers' remittances.  Definitions for each indicator follow.  Total debt service (TDS) shows the debt service payments on total long-term debt (public and publicly guaranteed and private nonguaranteed), use of IMF credit, and interest on short-term debt only. Debt service payments are the sum of principal repayments and interest payments in the year specified.  Exports of goods, services and income is the sum of goods (merchandise) exports, exports of (nonfactor) services and income (factor) receipts.  Data are in current U.S. dollars.  Workers' remittances are current transfers by migrants who are employed or intend to remain employed for more than a year in another economy in which they are considered residents. Some developing countries classify workers' remittances as a factor income receipt (and thus as a component of GNI). The World Bank adheres to international guidelines in defining GNI, and its classification of workers' remittances may therefore differ from national practices. This item shows receipts by the reporting country. ", "sourceOrganization": "World Bank, Global Development Finance and International Monetary Fund, International Financial Statistics.", "topics": []}
{"id": "DT.TDA.DECT.CD", "name": "Adjustments to scheduled debt service (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Adjustment to scheduled debt service equals debt service not paid plus debt service arrears reductions and prepayments. Data are denominated in U.S. dollars.  ", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.TDS.BLAT.CB.CD", "name": "CB, bilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.TDS.BLAT.CD", "name": "PPG, bilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.BLAT.GG.CD", "name": "GG, bilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.BLAT.OPS.CD", "name": "OPS, bilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.BLAT.PRVG.CD", "name": "PRVG, bilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.BLAT.PS.CD", "name": "PS, bilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector  debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.BLTC.CB.CD", "name": "CB, bilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.TDS.BLTC.CD", "name": "PPG, bilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.BLTC.GG.CD", "name": "GG, bilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.BLTC.OPS.CD", "name": "OPS, bilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.BLTC.PRVG.CD", "name": "PRVG, bilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.BLTC.PS.CD", "name": "PS, bilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DEAE.CD.IL.03.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 0 to 3, Debt liab. of dir. investors to DI ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEAE.CD.IL.0912.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 9 to 12, Debt liab. of dir. investors to DI ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEAE.CD.IL.1218.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 12 to 18, Debt liab. of dir. investors to DI ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEAE.CD.IL.1824.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 18 to 24, Debt liab. of dir. investors to DI ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEAE.CD.IL.24P.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 2yrs, Debt liab. of dir. investors to DI ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEAE.CD.IL.36.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 3 to 6, Debt liab. of dir. investors to DI ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEAE.CD.IL.69.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 6 to 9, Debt liab. of dir. investors to DI ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEAE.CD.IL.IQ.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, Immediate, Debt liab. of dir. investors to DI ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECA.XP.ZS", "name": "Debt service (PPG and IMF only, % of exports of goods and services)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECB.CD", "name": "Debt service on external debt, central bank (PPG) (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank  debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.TDS.DECT.15.UP.YR.SA.US", "name": "Ext. Debt Service Pmt, SDR allocations, More than15yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD", "name": "Debt service on external debt, total (TDS, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DECT.CD.00.03.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 0 to 3 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.03.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 0 to 3, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.03.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 3yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.04.06.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 3 to 6 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.04.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 4yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.05.10.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 5 to 10 yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.05.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 5yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.07.09.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 6 to 9 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.0912.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 9 to 12, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.10.12.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 9 to 12 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.10.15.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 10 to 15 yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.1218.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 12 to 18, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.13.18.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 12 to 18 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.15.UP.YR.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, More than15yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.1824.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 18 to 24, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.19.24.MO.US", "name": "Ext. Debt Service Pmt, Public and Publicly Guar. Private Sector Ext. Debt, 18 to 24 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.24P.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 2yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.36.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 3 to 6, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.69.US", "name": "Ext. Debt Service Pmt, All Sectors, More than 6 to 9, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.AR.03.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 0 to 3, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.AR.0912.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 9 to 12, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.AR.1218.US", "name": "Gross Ext. Debt Pmt, All Sectors, More than 12 to 18, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.TDS.DECT.CD.OS.1824.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 18 to 24, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.TDS.DECT.CD.OS.36.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 3 to 6, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OS.69.US", "name": "Ext. Debt Service Pmt, Other Sectors, More than 6 to 9, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OS.IQ.US", "name": "Ext. Debt Service Pmt, Other Sectors, Immediate, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OS.RM.US", "name": "Gross Ext. Debt Pos., Other Sectors, One year or less, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OT.AR.36.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 3 to 6, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OT.AR.69.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 6 to 9, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.RM.US", "name": "Gross Ext. Debt Pos., All Sectors, One year or less, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.CD.SA.24P.US", "name": "Ext. Debt Service Pmt, SDR allocations, More than 2yrs, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.EX.ZS", "name": "Total debt service (% of exports of goods, services and primary income)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total debt service to exports of goods, services and primary income. Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DECT.GD.ZS", "name": "Total debt service (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF.", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.TDS.DECT.GN.ZS", "name": "Total debt service (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DECT.GNP.ZS", "name": "Total debt service (% of GNP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DECT.XGS.ZS", "name": "Total debt service ( % of exports of goods and services)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEFE.CD.IL.03.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 0 to 3, Debt liab. to fellow ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEFE.CD.IL.0912.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 9 to 12, Debt liab. to fellow ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEFE.CD.IL.1218.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 12 to 18, Debt liab. to fellow ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEFE.CD.IL.1824.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 18 to 24, Debt liab. to fellow ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEFE.CD.IL.24P.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 2yrs, Debt liab. to fellow ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEFE.CD.IL.36.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 3 to 6, Debt liab. to fellow ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEFE.CD.IL.69.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 6 to 9, Debt liab. to fellow ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEFE.CD.IL.IQ.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, Immediate, Debt liab. to fellow ent., Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DEGG.CD", "name": "Debt service on external debt, general government sector (PPG) (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government  debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DEPS.CD", "name": "Debt service on external debt, public sector (PPG) (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DILD.CD.IL.03.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 0 to 3, Debt liab. of DI ent. to dir. investors, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DILD.CD.IL.0912.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 9 to 12, Debt liab. of DI ent. to dir. investors, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DILD.CD.IL.1218.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 12 to 18, Debt liab. of DI ent. to dir. investors, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DILD.CD.IL.1824.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 18 to 24, Debt liab. of DI ent. to dir. investors, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DILD.CD.IL.24P.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 2yrs, Debt liab. of DI ent. to dir. investors, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DILD.CD.IL.36.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 3 to 6, Debt liab. of DI ent. to dir. investors, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DILD.CD.IL.69.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, More than 6 to 9, Debt liab. of DI ent. to dir. investors, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DILD.CD.IL.IQ.US", "name": "Gross Ext. Debt Pmt, DI: Intercom Lending, Immediate, Debt liab. of DI ent. to dir. investors, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DIMF.CD", "name": "IMF repurchases and charges (TDS, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "IMF repurchases are total repayments of outstanding drawings from the General Resources Account during the year specified, excluding repayments due in the reserve tranche. IMF charges cover interest payments with respect to all uses of IMF resources, excluding those resulting from drawings in the reserve tranche. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DLBN.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.GG.AR.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.GG.AR.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.GG.AR.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "DT.TDS.DLBN.CD.GG.AR.36.US", "name": "Gross Ext. Debt Pmt, General Government, More than 3 to 6, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.GG.AR.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.MA.AR.03.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 0 to 3, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.MA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 9 to 12, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.OT.AR.36.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 3 to 6, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.OT.AR.69.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 6 to 9, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLBN.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, Debt securities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLCD.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Currency and deposits, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLCD.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Currency and deposits, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLCD.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Currency and deposits, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "DT.TDS.DLTO.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.OT.AR.36.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 3 to 6, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.OT.AR.69.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 6 to 9, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTO.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, Other debt liabilities, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.GG.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.GG.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.GG.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.GG.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.GG.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.GG.36.US", "name": "Gross Ext. Debt Pmt, General Government, More than 3 to 6, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.GG.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.GG.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.MA.AR.03.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 0 to 3, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.MA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 9 to 12, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTS.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Special drawing rights (allocations), Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.CB.AR.03.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 0 to 3, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.CB.AR.0912.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 9 to 12, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.CB.AR.1218.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 12 to 18, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.CB.AR.1824.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 18 to 24, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.CB.AR.24P.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 2yrs, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.CB.AR.36.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 3 to 6, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.CB.AR.69.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, More than 6 to 9, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.CB.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Deposit-Taking Corp., exc. CB, Immediate, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.GG.AR.03.US", "name": "Gross Ext. Debt Pmt, General Government, More than 0 to 3, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.GG.AR.0912.US", "name": "Gross Ext. Debt Pmt, General Government, More than 9 to 12, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.GG.AR.1218.US", "name": "Gross Ext. Debt Pmt, General Government, More than 12 to 18, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.GG.AR.1824.US", "name": "Gross Ext. Debt Pmt, General Government, More than 18 to 24, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.GG.AR.24P.US", "name": "Gross Ext. Debt Pmt, General Government, More than 2yrs, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.GG.AR.36.US", "name": "Gross Ext. Debt Pmt, General Government, More than 3 to 6, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.GG.AR.69.US", "name": "Gross Ext. Debt Pmt, General Government, More than 6 to 9, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.GG.AR.IQ.US", "name": "Gross Ext. Debt Pmt, General Government, Immediate, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.MA.AR.03.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 0 to 3, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.MA.AR.0912.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 9 to 12, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.MA.AR.1218.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 12 to 18, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.MA.AR.1824.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 18 to 24, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.MA.AR.24P.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 2yrs, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.MA.AR.36.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 3 to 6, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.MA.AR.69.US", "name": "Gross Ext. Debt Pmt, Central Bank, More than 6 to 9, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.MA.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Central Bank, Immediate, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.OT.AR.03.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 0 to 3, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.OT.AR.0912.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 9 to 12, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.OT.AR.1218.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 12 to 18, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.OT.AR.1824.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 18 to 24, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.OT.AR.24P.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 2yrs, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.OT.AR.36.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 3 to 6, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.OT.AR.69.US", "name": "Gross Ext. Debt Pmt, Other Sectors, More than 6 to 9, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLTT.CD.OT.AR.IQ.US", "name": "Gross Ext. Debt Pmt, Other Sectors, Immediate, Trade credit and advances, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DLXF.CD", "name": "Debt service on external debt, long-term (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DOPS.CD", "name": "Debt service on external debt, other public sector (PPG) (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DPNG.CD", "name": "Debt service on external debt, private nonguaranteed (PNG) (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private nonguaranteed debt service is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DPPF.XP.ZS", "name": "Debt service (PPG and IMF only, % of exports of goods, services and primary income)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Debt service, the sum of principal repayments and interest actually paid in currency, goods, or services, is expressed as a percentage of exports of goods and services--all transactions between residents of a country and the rest of the world involving a change of ownership from residents to nonresidents of general merchandise, net exports of goods under merchanting, nonmonetary gold, and services. This series differs from the standard debt to exports series in that it covers only long-term public and publicly guaranteed debt and repayments (repurchases and charges) to the IMF.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DPPG.CD", "name": "Debt service on external debt, public and publicly guaranteed (PPG) (TDS, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DPPG.GN.ZS", "name": "Public and publicly guaranteed debt service (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.DPPG.REV.ZS", "name": "PPG debt service (% of central government current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DPPG.RV.ZS", "name": "PPG debt service (% of central government current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.DPPG.XP.ZS", "name": "Public and publicly guaranteed debt service (% of exports of goods, services and primary income)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Exports refer to exports of goods, services, and income.", "sourceOrganization": "World Bank.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MIBR.CD", "name": "PPG, IBRD (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 35 percent or more. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MIDA.CD", "name": "PPG, IDA (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLAT.CB.CD", "name": "CB, multilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.TDS.MLAT.CD", "name": "Multilateral debt service (TDS, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLAT.GG.CD", "name": "GG, multilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLAT.OPS.CD", "name": "OPS, multilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLAT.PG.ZS", "name": "Multilateral debt service (% of public and publicly guaranteed debt service)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Multilateral debt service is the repayment of principal and interest to the World Bank, regional development banks, and other multilateral agencies. public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLAT.PRVG.CD", "name": "PRVG, multilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLAT.PS.CD", "name": "PS, multilateral (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector  multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLTC.CB.CD", "name": "CB, multilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.TDS.MLTC.CD", "name": "PPG, multilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLTC.GG.CD", "name": "GG, multilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLTC.OPS.CD", "name": "OPS, multilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLTC.PRVG.CD", "name": "PRVG, multilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.MLTC.PS.CD", "name": "PS, multilateral concessional (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.OFFT.CB.CD", "name": "CB, official creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.TDS.OFFT.CD", "name": "PPG, official creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.OFFT.GG.CD", "name": "GG, official creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General goverment  debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.OFFT.OPS.CD", "name": "OPS, official creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.OFFT.PRVG.CD", "name": "PRVG, official creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.OFFT.PS.CD", "name": "PS, official creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector  debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PBND.CB.CD", "name": "CB, bonds (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt in form of bonds.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.TDS.PBND.CD", "name": "PPG, bonds (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PBND.GG.CD", "name": "GG, bonds (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government  debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PBND.OPS.CD", "name": "OPS, bonds (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector  debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PBND.PRVG.CD", "name": "PRVG, bonds (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PBND.PS.CD", "name": "PS, bonds (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector  debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PCBK.CB.CD", "name": "CB, commercial banks (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank bilateral debt includes Central bank debt with commercial banks.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{}]}
{"id": "DT.TDS.PCBK.CD", "name": "PPG, commercial banks (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PCBK.GG.CD", "name": "GG, commercial banks (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PCBK.OPS.CD", "name": "OPS, commercial banks (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PCBK.PRVG.CD", "name": "PRVG, commercial banks (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PCBK.PS.CD", "name": "PS, commercial banks (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PGNG.CD", "name": "Debt service, PPG and PNG private creditors (TDS, current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Debt service for private and public non-guaranteed debt is the sum of the two.", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.TDS.PNGB.CD", "name": "PNG, bonds (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term debt from bonds that are privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PNGC.CD", "name": "PNG, commercial banks and other creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PROP.CB.CD", "name": "CB, other private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank other private credits from manufacturers, exporters, and other suppliers of goods. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.TDS.PROP.CD", "name": "PPG, other private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PROP.GG.CD", "name": "GG, other private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government  other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PROP.OPS.CD", "name": "OPS, other private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PROP.PRVG.CD", "name": "PRVG, other private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PROP.PS.CD", "name": "PS, other private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PRPG.CD", "name": "Debt service on external debt, private guaranteed by public sector (PPG) (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PRVS.CD.00.03.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 0 to 3 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.03.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 3yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.04.06.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 3 to 6 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.04.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 4yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.05.10.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 5 to 10 yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.05.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 5yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.07.09.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 6 to 9 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.10.12.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 9 to 12 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.10.15.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 10 to 15 yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.13.18.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 12 to 18 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.15.UP.YR.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, More than15yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.19.24.MO.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, 18 to 24 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVS.CD.IQ.00.US", "name": "Ext. Debt Service Pmt, Publicly Guar. Private Sector Ext. Debt, Immediately, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PRVT.CB.CD", "name": "CB, private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Central bank debt from private creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country\u2019s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": []}
{"id": "DT.TDS.PRVT.CD", "name": "PPG, private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PRVT.GG.CD", "name": "GG, private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "General government guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PRVT.OPS.CD", "name": "OPS, private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Other public sector guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PRVT.PRVG.CD", "name": "PRVG, private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Private sector guaranteed by Public Sector guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PRVT.PS.CD", "name": "PS, private creditors (TDS, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Public sector guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.TDS.PUBS.CD.00.03.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 0 to 3 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.03.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 3yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.04.06.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 3 to 6 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.04.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 4yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.05.10.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 5 to 10 yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.05.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 5yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.07.09.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 6 to 9 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.10.12.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 9 to 12 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.10.15.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 10 to 15 yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.13.18.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 12 to 18 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.15.UP.YR.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, More than15yrs, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.19.24.MO.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, 18 to 24 mo., All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TDS.PUBS.CD.IQ.00.US", "name": "Ext. Debt Service Pmt, Public Sector Ext. Debt, Immediately, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "23", "value": "Quarterly External Debt Statistics GDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TRA.DECT.CD", "name": "Debt service, reduction in arrears/prepayments (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Adjustment - debt service arrears reductions/prepayments (-), equals principal arrears reductions/prepayments plus interest arrears reductions. Data are denominated in U.S. dollars.  ", "sourceOrganization": "World Bank, Global Development Finance.", "topics": []}
{"id": "DT.TXA.DECT.CD.CB.US", "name": "Gross Ext. Debt Pos., Deposit-Taking Corp., exc. CB, All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DECT.CD.GG.US", "name": "Gross Ext. Debt Pos., General Government, All maturities, All instruments, Prin. and Int., Arrears, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DECT.CD.IL.IN.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, All instruments, Interest, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DECT.CD.IL.PR.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, All instruments, Principal, USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DECT.CD.IL.US", "name": "Gross Ext. Debt Pos., DI: Intercom Lending, All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DECT.CD.MA.US", "name": "Gross Ext. Debt Pos., Central Bank, All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DECT.CD.OT.HH.US", "name": "Gross Ext. Debt Pos., HH and nonprofit institu. (NPISHs), All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DECT.CD.OT.NB.US", "name": "Gross Ext. Debt Pos., Other financial corporations, All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DECT.CD.OT.NF.US", "name": "Gross Ext. Debt Pos., Nonfinancial corporations, All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DECT.CD.OT.US", "name": "Gross Ext. Debt Pos., Other Sectors, All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DECT.CD.TO.US", "name": "Gross Ext. Debt Pos., All Other Sectors, All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DIDI.CD.IL.US", "name": "Gross Ext. Debt Pos., Debt liab. of DI ent. to dir. investors, All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DIFE.CD.IL.US", "name": "Gross Ext. Debt Pos., Debt liab. to fellow ent., All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXA.DIIE.CD.IL.US", "name": "Gross Ext. Debt Pos., Debt liab. of dir. investors to DI ent., All maturities, All instruments, Prin. and Int., USD", "unit": "", "source": {"id": "22", "value": "Quarterly External Debt Statistics SDDS"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "DT.TXR.DPPG.CD", "name": "Total amount of debt rescheduled (current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Total amount of debt rescheduled includes the debt stock, principal, interest, charges and penalties rescheduled. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.UND.DPPG.CD", "name": "Undisbursed external debt, total (UND, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Undisbursed debt is the total public and publicly guaranteed debt undrawn at year end; data for private nonguaranteed debt are not available. Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.UND.OFFT.CD", "name": "Undisbursed external debt, official creditors (UND, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Undisbursed debt is the total public and publicly guaranteed debt undrawn at year end; data for private nonguaranteed debt are not available. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DT.UND.PRVT.CD", "name": "Undisbursed external debt, private creditors (UND, current US$)", "unit": "", "source": {"id": "81", "value": " International Debt Statistics: DSSI"}, "sourceNote": "Undisbursed debt is the total public and publicly guaranteed debt undrawn at year end; data for private nonguaranteed debt are not available. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "20", "value": "External Debt"}]}
{"id": "DXGSRMRCHNSCD", "name": "Exports Merchandise, Customs, current US$, millions", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Merchandise (goods) exports,  free on board (f.o.b.), in current US$ millions, not seasonally adjusted.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DXGSRMRCHNSKD", "name": "Exports Merchandise, Customs, constant US$, millions", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Merchandise (goods) exports,  free on board (f.o.b.), in constant US$ millions not seasonally adjusted. The base year is 2005.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DXGSRMRCHNSXD", "name": "Exports Merchandise, Customs, Price, US$", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "The price index of Merchandise (goods) exports,  free on board (f.o.b.), in currrent US$ millions. Not seasonally adjusted.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DXGSRMRCHSACD", "name": "Exports Merchandise, Customs, current US$, millions, seas. adj.", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Merchandise (goods) exports,  free on board (f.o.b.), in current US$ millions, seasonally adjusted.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DXGSRMRCHSAKD", "name": "Exports Merchandise, Customs, constant US$, millions, seas. adj.", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Merchandise (goods) exports,  free on board (f.o.b.), in constant US$ millions, seasonally adjusted. The base year is 2005.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "DXGSRMRCHSAXD", "name": "Exports Merchandise, Customs, Price, US$, seas. adj.", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "The price index of Merchandise (goods) exports,  free on board (f.o.b.), in US$ seasonally adjusted.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "E1i", "name": "081.Destination Entry Rate of Incumbents: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E1ii", "name": "082.Destination Entry Rate of Incumbents: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E1iii", "name": "083.Destination Entry Rate of Incumbents: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E2i", "name": "084.Destination Entry Rate of Surviving Entrants: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E2ii", "name": "085.Destination Entry Rate of Surviving Entrants: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E2iii", "name": "086.Destination Entry Rate of Surviving Entrants: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E3i", "name": "087.Share of New Destinations in TEV of Incumbents: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E3ii", "name": "088.Share of New Destinations in TEV of Incumbents: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E3iii", "name": "089.Share of New Destinations in TEV of Incumbents: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E4i", "name": "090.Share of New Destinations in TEV of Surviving Entrants: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E4ii", "name": "091.Share of New Destinations in TEV of Surviving Entrants: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E4iii", "name": "092.Share of New Destinations in TEV of Surviving Entrants: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E5i", "name": "093.Destination Exit Rate of Incumbents: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E5ii", "name": "094.Destination Exit Rate of Incumbents: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E5iii", "name": "095.Destination Exit Rate of Incumbents: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E6i", "name": "096.Destination Survival Rate of 2-year Incumbents: Mean", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E6ii", "name": "097.Destination Survival Rate of 2-year Incumbents: Median", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "E6iii", "name": "098.Destination Survival Rate of 2-year Incumbents: StDev.", "unit": "", "source": {"id": "30", "value": "Exporter Dynamics Database \u2013 Indicators at Country-Year Level"}, "sourceNote": "Exporter-level information on export transactions - Customs", "sourceOrganization": "", "topics": []}
{"id": "EA.AGR.TOTL.IN.ZS", "name": "Agricultural land per worker (hectares)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EA.NUS.ATLS", "name": "Additional Conv. Factor (Annual avg. Local/US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EA.NUS.FCRF", "name": "Conversion Factor (Annual average, local per US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EA.PRD.AGRI.KD", "name": "Agriculture value added per worker (constant 2010 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Agriculture value added per worker is a measure of agricultural productivity. Value added in agriculture measures the output of the agricultural sector (ISIC divisions 1-5) less the value of intermediate inputs. Agriculture comprises value added from forestry, hunting, and fishing as well as cultivation of crops and livestock production. Data are in constant 2010 U.S. dollars.", "sourceOrganization": "Derived from World Bank national accounts files and Food and Agriculture Organization, Production Yearbook and data files.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "EA.PRD.LAND.KD", "name": "Agriculture value added per hectare of agricultural land (constant 1995 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EC.XPD.CAP.CR", "name": "Capital expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EC.XPD.GSR.CR", "name": "Goods and services expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "EC.XPD.OTHR.CR", "name": "Others expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "EC.XPD.STAF.CR", "name": "Personnel expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "EC.XPD.TOTL.CR", "name": "Total Expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": [{}]}
{"id": "EE.BOD.CGLS.ZS", "name": "Water pollution, clay and glass industry (% of total BOD emissions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: stone, ceramics, and glass (36). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.", "sourceOrganization": "1998 study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \"Industrial Pollution in Economic Development: Kuznets Revisited\" (available at www.worldbank.org/nipr). The data were updated through 2005 by the World Bank's Development Research Group using the same methodology as the initial study.", "topics": []}
{"id": "EE.BOD.CHEM.ZS", "name": "Water pollution, chemical industry (% of total BOD emissions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: chemicals (35). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.", "sourceOrganization": "1998 study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \"Industrial Pollution in Economic Development: Kuznets Revisited\" (available at www.worldbank.org/nipr). The data were updated through 2005 by the World Bank's Development Research Group using the same methodology as the initial study.", "topics": []}
{"id": "EE.BOD.FOOD.ZS", "name": "Water pollution, food industry (% of total BOD emissions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: food and beverages (31). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.", "sourceOrganization": "1998 study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \"Industrial Pollution in Economic Development: Kuznets Revisited\" (available at www.worldbank.org/nipr). The data were updated through 2005 by the World Bank's Development Research Group using the same methodology as the initial study.", "topics": []}
{"id": "EE.BOD.MTAL.ZS", "name": "Water pollution, metal industry (% of total BOD emissions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: primary metals (ISIC division 37). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.", "sourceOrganization": "1998 study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \"Industrial Pollution in Economic Development: Kuznets Revisited\" (available at www.worldbank.org/nipr). The data were updated through 2005 by the World Bank's Development Research Group using the same methodology as the initial study.", "topics": []}
{"id": "EE.BOD.OTHR.ZS", "name": "Water pollution, other industry (% of total BOD emissions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: other (38 and 39). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.", "sourceOrganization": "1998 study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \"Industrial Pollution in Economic Development: Kuznets Revisited\" (available at www.worldbank.org/nipr). The data were updated through 2005 by the World Bank's Development Research Group using the same methodology as the initial study.", "topics": []}
{"id": "EE.BOD.PAPR.ZS", "name": "Water pollution, paper and pulp industry (% of total BOD emissions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: paper and pulp (34). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.", "sourceOrganization": "1998 study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \"Industrial Pollution in Economic Development: Kuznets Revisited\" (available at www.worldbank.org/nipr). The data were updated through 2005 by the World Bank's Development Research Group using the same methodology as the initial study.", "topics": []}
{"id": "EE.BOD.TOTL.KG", "name": "Organic water pollutant (BOD) emissions (kg per day)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.", "sourceOrganization": "1998 study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \"Industrial Pollution in Economic Development: Kuznets Revisited\" (available at www.worldbank.org/nipr). The data were updated by the World Bank's Development Research Group using the same methodology as the initial study.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EE.BOD.TXTL.ZS", "name": "Water pollution, textile industry (% of total BOD emissions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: textiles (32). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.", "sourceOrganization": "1998 study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \"Industrial Pollution in Economic Development: Kuznets Revisited\" (available at www.worldbank.org/nipr). The data were updated through 2005 by the World Bank's Development Research Group using the same methodology as the initial study.", "topics": []}
{"id": "EE.BOD.WOOD.ZS", "name": "Water pollution, wood industry (% of total BOD emissions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: wood (33). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.", "sourceOrganization": "1998 study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \"Industrial Pollution in Economic Development: Kuznets Revisited\" (available at www.worldbank.org/nipr). The data were updated through 2005 by the World Bank's Development Research Group using the same methodology as the initial study.", "topics": []}
{"id": "EE.BOD.WRKR.KG", "name": "Organic water pollutant (BOD) emissions (kg per day per worker)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Emissions per worker are total emissions of organic water pollutants divided by the number of industrial workers. Organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.", "sourceOrganization": "World Bank and UNIDO's industry database.", "topics": []}
{"id": "EF.EFM.OVRL.XD", "name": "Economic Fitness Metric", "unit": "", "source": {"id": "60", "value": "Economic Fitness"}, "sourceNote": "Economic Fitness (EF) is both a measure of a country\u2019s diversification and ability to produce complex goods on a globally competitive basis.  Countries with the highest levels of EF have capabilities to produce a diverse portfolio of products, ability to upgrade into ever-increasing complex goods, tend to have more predictable long-term growth, and to attain good competitive position relative to other countries.   Countries with low EF levels tend to suffer from poverty, low capabilities, less predictable growth, low value-addition, and trouble upgrading and diversifying faster than other countries.  The starting data is the COMTRADE list of products exported by each country. This data defines a bipartite network of countries and products, or goods and services. A suitably designed mathematical algorithm applied to this network leads to the Economic Fitness of all countries and the Complexity of all products. The comparison of the Fitness to the GDP reveals hidden information for the development and the growth of the countries.", "sourceOrganization": "World Bank, Economic Fitness project. For more details, please visit https://www.nature.com/articles/srep00723 and http://documents.worldbank.org/curated/en/632611498503242103/On-the-predictability-of-growth", "topics": []}
{"id": "EF.EFM.RANK.XD", "name": "Economic Fitness Ranking (1 = high, 149 = low)", "unit": "", "source": {"id": "60", "value": "Economic Fitness"}, "sourceNote": "", "sourceOrganization": "World Bank, Economic Fitness project. For more details, please visit https://www.nature.com/articles/srep00723 and http://documents.worldbank.org/curated/en/632611498503242103/On-the-predictability-of-growth", "topics": []}
{"id": "EF.EFM.UNIV.XD", "name": "Universal Economic Fitness Metric", "unit": "", "source": {"id": "70", "value": "Economic Fitness 2"}, "sourceNote": "\tThe Universal Economic Fitness (UEF) is both a measure of a country\u2019s diversification and ability to produce complex goods on a globally competitive basis.  Countries with the highest levels of EF have capabilities to produce a diverse portfolio of products, ability to upgrade into ever-increasing complex goods, tend to have more predictable long-term growth, and to attain good competitive position relative to other countries.   Countries with low UEF levels tend to suffer from poverty, low capabilities, less predictable growth, low value-addition, and trouble upgrading and diversifying faster than other countries.  The starting data is the COMTRADE list of products and the IMF-BOP list of services exported by each country. This data defines a bipartite network of countries and sectors, or goods and services. A suitably designed mathematical algorithm applied to this network leads to the Universal Economic Fitness of all countries and the Complexity of all sectors. The comparison of the Fitness to the GDP reveals hidden information for the development and the growth of the countries.", "sourceOrganization": "World Bank, Economic Fitness project. For more details please visit the following links. The Fitness and Complexity algorithm has been introduced in: https://www.nature.com/articles/srep00723 For a detailed discussion of the data preprocessing, the computation of the universal fitness, and the economical implications: http://documents.worldbank.org/curated/en/309521529586431853/Integrating-services-in-the-economic-fitness-approach The convergence criterion of the Fitness and Complexity algorithm is discussed in: https://link.springer.com/article/10.1140/epjst/e2015-50118-1", "topics": []}
{"id": "EG.CFT.ACCS.RU.ZS", "name": "Access to clean fuels and technologies for cooking, rural (% of rural population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Access to clean fuels and technologies for cooking, rural is the proportion of rural population primarily using clean cooking fuels and technologies for cooking. Under WHO guidelines, kerosene is excluded from clean cooking fuels.", "sourceOrganization": "IEA, IRENA, UNSD, World Bank, WHO. 2023. Tracking SDG 7: The Energy Progress Report. World Bank, Washington DC. \u00a9 World Bank. License: Creative Commons Attribution\u2014NonCommercial 3.0 IGO (CC BY-NC 3.0 IGO).", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EG.CFT.ACCS.UR.ZS", "name": "Access to clean fuels and technologies for cooking, urban (% of urban population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Access to clean fuels and technologies for cooking, urban is the proportion of urban population primarily using clean cooking fuels and technologies for cooking. Under WHO guidelines, kerosene is excluded from clean cooking fuels.", "sourceOrganization": "IEA, IRENA, UNSD, World Bank, WHO. 2023. Tracking SDG 7: The Energy Progress Report. World Bank, Washington DC. \u00a9 World Bank. License: Creative Commons Attribution\u2014NonCommercial 3.0 IGO (CC BY-NC 3.0 IGO).", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EG.CFT.ACCS.ZS", "name": "Access to clean fuels and technologies for cooking (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Access to clean fuels and technologies for cooking is the proportion of total population primarily using clean cooking fuels and technologies for cooking. Under WHO guidelines, kerosene is excluded from clean cooking fuels.", "sourceOrganization": "IEA, IRENA, UNSD, World Bank, WHO. 2023. Tracking SDG 7: The Energy Progress Report. World Bank, Washington DC. \u00a9 World Bank. License: Creative Commons Attribution\u2014NonCommercial 3.0 IGO (CC BY-NC 3.0 IGO).", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EG.EGY.PRIM.PP.KD", "name": "Energy intensity level of primary energy (MJ/$2017 PPP GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Energy intensity level of primary energy is the ratio between energy supply and gross domestic product measured at purchasing power parity. Energy intensity is an indication of how much energy is used to produce one unit of economic output. Lower ratio indicates that less energy is used to produce one unit of output.", "sourceOrganization": "IEA, IRENA, UNSD, World Bank, WHO. 2023. Tracking SDG 7: The Energy Progress Report. World Bank, Washington DC. \u00a9 World Bank. License: Creative Commons Attribution\u2014NonCommercial 3.0 IGO (CC BY-NC 3.0 IGO).", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "EG.EGY.PROD.KT.OE", "name": "Energy production (kt of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Energy production refers to forms of primary energy--petroleum (crude oil, natural gas liquids, and oil from nonconventional sources), natural gas, solid fuels (coal, lignite, and other derived fuels), and combustible renewables and waste--and primary electricity, all converted into oil equivalents.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.ELC.ACCS.RU.ZS", "name": "Access to electricity, rural (% of rural population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Access to electricity, rural is the percentage of rural population with access to electricity.", "sourceOrganization": "IEA, IRENA, UNSD, World Bank, WHO. 2023. Tracking SDG 7: The Energy Progress Report. World Bank, Washington DC. \u00a9 World Bank. License: Creative Commons Attribution\u2014NonCommercial 3.0 IGO (CC BY-NC 3.0 IGO).", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "5", "value": "Energy & Mining "}]}
{"id": "EG.ELC.ACCS.UR.ZS", "name": "Access to electricity, urban (% of urban population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Access to electricity, urban is the percentage of urban population with access to electricity.", "sourceOrganization": "IEA, IRENA, UNSD, World Bank, WHO. 2023. Tracking SDG 7: The Energy Progress Report. World Bank, Washington DC. \u00a9 World Bank. License: Creative Commons Attribution\u2014NonCommercial 3.0 IGO (CC BY-NC 3.0 IGO).", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "16", "value": "Urban Development "}]}
{"id": "EG.ELC.ACCS.ZS", "name": "Access to electricity (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Access to electricity is the percentage of population with access to electricity. Electrification data are collected from industry, national surveys and international sources.", "sourceOrganization": "IEA, IRENA, UNSD, World Bank, WHO. 2023. Tracking SDG 7: The Energy Progress Report. World Bank, Washington DC. \u00a9 World Bank. License: Creative Commons Attribution\u2014NonCommercial 3.0 IGO (CC BY-NC 3.0 IGO).", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EG.ELC.COAL.KH", "name": "Electricity production from coal sources (kWh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Coal refers to all coal and brown coal, both primary (including hard coal and lignite-brown coal) and derived fuels (including patent fuel, coke oven coke, gas coke, coke oven gas, and blast furnace gas). Peat is also included in this category.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.ELC.COAL.ZS", "name": "Electricity production from coal sources (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Coal refers to all coal and brown coal, both primary (including hard coal and lignite-brown coal) and derived fuels (including patent fuel, coke oven coke, gas coke, coke oven gas, and blast furnace gas). Peat is also included in this category.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}]}
{"id": "EG.ELC.FOSL.ZS", "name": "Electricity production from oil, gas and coal sources (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Oil refers to crude oil and petroleum products. Gas refers to natural gas but excludes natural gas liquids. Coal refers to all coal and brown coal, both primary (including hard coal and lignite-brown coal) and derived fuels (including patent fuel, coke oven coke, gas coke, coke oven gas, and blast furnace gas). Peat is also included in this category.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "EG.ELC.HYRO.KH", "name": "Electricity production from hydroelectric sources (kWh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Hydropower refers to electricity produced by hydroelectric power plants.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.ELC.HYRO.ZS", "name": "Electricity production from hydroelectric sources (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Hydropower refers to electricity produced by hydroelectric power plants.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}]}
{"id": "EG.ELC.LOSS.KH", "name": "Electric power transmission and distribution losses (kWh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Electric power transmission and distribution losses include losses in transmission between sources of supply and points of distribution and in the distribution to consumers, including pilferage.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.ELC.LOSS.ZS", "name": "Electric power transmission and distribution losses (% of output)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Electric power transmission and distribution losses include losses in transmission between sources of supply and points of distribution and in the distribution to consumers, including pilferage.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2018 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "9", "value": "Infrastructure "}]}
{"id": "EG.ELC.NGAS.KH", "name": "Electricity production from natural gas sources (kWh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Gas refers to natural gas but excludes natural gas liquids.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.ELC.NGAS.ZS", "name": "Electricity production from natural gas sources (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Gas refers to natural gas but excludes natural gas liquids.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}]}
{"id": "EG.ELC.NUCL.KH", "name": "Electricity production from nuclear sources (kWh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Nuclear power refers to electricity produced by nuclear power plants.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.ELC.NUCL.ZS", "name": "Electricity production from nuclear sources (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Nuclear power refers to electricity produced by nuclear power plants.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}]}
{"id": "EG.ELC.PETR.KH", "name": "Electricity production from oil sources (kWh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Oil refers to crude oil and petroleum products.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.ELC.PETR.ZS", "name": "Electricity production from oil sources (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Sources of electricity refer to the inputs used to generate electricity. Oil refers to crude oil and petroleum products.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}]}
{"id": "EG.ELC.PROD.KH", "name": "Electricity production (kWh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Electricity production is measured at the terminals of all alternator sets in a station. In addition to hydropower, coal, oil, gas, and nuclear power generation, it covers generation by geothermal, solar, wind, and tide and wave energy, as well as that from combustible renewables and waste. Production includes the output of electricity plants that are designed to produce electricity only as well as that of combined heat and power plants.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.ELC.RNEW.KH", "name": "Electricity production from renewable sources (kWh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Electricity production from renewable sources includes hydropower, geothermal, solar, tides, wind, biomass, and biofuels.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.ELC.RNEW.ZS", "name": "Renewable electricity output (% of total electricity output)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Renewable electricity is the share of electrity generated by renewable power plants in total electricity generated by all types of plants.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2018 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EG.ELC.RNWX.KH", "name": "Electricity production from renewable sources, excluding hydroelectric (kWh)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Electricity production from renewable sources, excluding hydroelectric, includes geothermal, solar, tides, wind, biomass, and biofuels.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EG.ELC.RNWX.ZS", "name": "Electricity production from renewable sources, excluding hydroelectric (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Electricity production from renewable sources, excluding hydroelectric, includes geothermal, solar, tides, wind, biomass, and biofuels.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EG.FEC.RNEW.ZS", "name": "Renewable energy consumption (% of total final energy consumption)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Renewable energy consumption is the share of renewables energy in total final energy consumption.", "sourceOrganization": "IEA, IRENA, UNSD, World Bank, WHO. 2023. Tracking SDG 7: The Energy Progress Report. World Bank, Washington DC. \u00a9 World Bank. License: Creative Commons Attribution\u2014NonCommercial 3.0 IGO (CC BY-NC 3.0 IGO).", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EG.GDP.PUSE.KO.87", "name": "GDP per unit of energy use (1987 US$ per kg of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EG.GDP.PUSE.KO.KD", "name": "GDP per unit of energy use (2000 US$ per kg of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EG.GDP.PUSE.KO.PP", "name": "GDP per unit of energy use (PPP $ per kg of oil equivalent)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP per unit of energy use is the PPP GDP per kilogram of oil equivalent of energy use. PPP GDP is gross domestic product converted to current international dollars using purchasing power parity rates based on the 2017 ICP round. An international dollar has the same purchasing power over GDP as a U.S. dollar has in the United States.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}]}
{"id": "EG.GDP.PUSE.KO.PP.KD", "name": "GDP per unit of energy use (constant 2021 PPP $ per kg of oil equivalent)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP per unit of energy use is the PPP GDP per kilogram of oil equivalent of energy use. PPP GDP is gross domestic product converted to 2021 constant international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as a U.S. dollar has in the United States.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}]}
{"id": "EG.IMP.CONS.ZS", "name": "Energy imports, net (% of energy use)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net energy imports are estimated as energy use less production, both measured in oil equivalents. A negative value indicates that the country is a net exporter. Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "21", "value": "Trade"}]}
{"id": "EG.IMP.TOTL.KT.OE", "name": "Energy imports (kt of oil equivalent)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net energy imports are estimated as energy use less production, both measured in oil equivalents. A negative value indicates that the country is a net exporter. Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.", "sourceOrganization": "International Energy Agency and United Nations, Energy Statistics Yearbook.", "topics": []}
{"id": "EG.NSF.ACCS.RU.ZS", "name": "Access to non-solid fuel, rural (% of rural population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Access to non-solid fuel, rural is the percentage of rural population with access to non-solid fuel.", "sourceOrganization": "World Bank, Sustainable Energy for All (SE4ALL) database from WHO Global Household Energy database.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "5", "value": "Energy & Mining "}]}
{"id": "EG.NSF.ACCS.UR.ZS", "name": "Access to non-solid fuel, urban (% of urban population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Access to non-solid fuel, urban is the percentage of urban population with access to non-solid fuel.", "sourceOrganization": "World Bank, Sustainable Energy for All (SE4ALL) database from WHO Global Household Energy database.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "16", "value": "Urban Development "}]}
{"id": "EG.NSF.ACCS.ZS", "name": "Access to non-solid fuel (% of population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Access to non-solid fuel is the percentage of population with access to non-solid fuel.", "sourceOrganization": "World Bank, Sustainable Energy for All (SE4ALL) database from WHO Global Household Energy database.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "EG.USE.COMM.CL.ZS", "name": "Alternative and nuclear energy (% of total energy use)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Clean energy is noncarbohydrate energy that does not produce carbon dioxide when generated. It includes hydropower and nuclear, geothermal, and solar power, among others.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}]}
{"id": "EG.USE.COMM.FO.ZS", "name": "Fossil fuel energy consumption (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fossil fuel comprises coal, oil, petroleum, and natural gas products.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}]}
{"id": "EG.USE.COMM.GD.PP.KD", "name": "Energy use (kg of oil equivalent) per $1,000 GDP (constant 2021 PPP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Energy use per PPP GDP is the kilogram of oil equivalent of energy use per constant PPP GDP. Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport. PPP GDP is gross domestic product converted to 2021 constant international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as a U.S. dollar has in the United States.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}]}
{"id": "EG.USE.COMM.KT.OE", "name": "Energy use (kt of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.USE.CRNW.KT.OE", "name": "Combustible renewables and waste (metric tons of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Combustible renewables and waste comprise solid biomass, liquid biomass, biogas, industrial waste, and municipal waste.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.USE.CRNW.ZS", "name": "Combustible renewables and waste (% of total energy)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Combustible renewables and waste comprise solid biomass, liquid biomass, biogas, industrial waste, and municipal waste, measured as a percentage of total energy use.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}]}
{"id": "EG.USE.ELEC.KH", "name": "Electric power consumption (kWh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Electric power consumption measures the production of power plants and combined heat and power plants less transmission, distribution, and transformation losses and own use by heat and power plants.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EG.USE.ELEC.KH.PC", "name": "Electric power consumption (kWh per capita)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Electric power consumption measures the production of power plants and combined heat and power plants less transmission, distribution, and transformation losses and own use by heat and power plants.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}]}
{"id": "EG.USE.PCAP.KG.OE", "name": "Energy use (kg of oil equivalent per capita)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}]}
{"id": "EN.AGR.EMPL", "name": "Economically active population in agriculture (number)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Agricultural employment shows the number of workers in the agricultural sector.", "sourceOrganization": "Food and Agriculture Organization, Production Yearbook and data files.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "EN.AGR.EMPL.FE", "name": "Economically active population in agriculture, female (FAO, number)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Economically active female population in agriculture is that part of the economically active female population engaged in or seeking work in agriculture, hunting, fishing or forestry.  ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "EN.AGR.EMPL.IN", "name": "Agricultural population (FAO, number)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The Agricultural Population is defined as all persons depending for their livelihood on agriculture, hunting, fishing or forestry. This estimate comprises all persons actively engaged in agriculture and their non-working dependants. The Agricultural Population series are estimated by FAO based on the total population series obtained from UN Population Division (\"World population prospects: The 2008 Revision\") and the ratios of labour force in total population and agricultural labour force in total labour force from ILO: (\"Economically active population, 1950-2010: The 4th Revision\", ILO, Geneva, 1996). Direct information on agricultural population derived from national population censuses or surveys is scarce.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "EN.AGR.EMPL.MA", "name": "Economically active population in agriculture, male (FAO, number)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Economically active male population in agriculture is that part of the economically active male population engaged in or seeking work in agriculture, hunting, fishing or forestry.  ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "EN.ANM.THRD.NO", "name": "Animal species, threatened", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Animal species are mammals (excluding whales and porpoises) and birds (included within a country's breeding or wintering ranges). Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.", "sourceOrganization": "United Nations Environmental Program and the World Conservation Monitoring Centre, and International Union for Conservation of Nature, Red List of Threatened Species.", "topics": []}
{"id": "EN.ARE.LAND.ZS", "name": "Arable land area (% of total land area)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ATM.CO2E.CP.KT", "name": "CO2 emissions from cement production (thousand metric tons)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Carbon dioxide emissions from cement production refer mainly to emissions during cement production. Cement production is a multi-step process and CO2 is actually released from klinker production during the cement production process. The U.S. Department of Energy\u2019s carbon Dioxide Information Analysis Center (CDIAC) calculates annual anthropogenic emissions from data on fossil fuel consumption (from the United Nations Statistics Division\u2019s World Energy Data Set) and world cement manufacturing (from the U.S. Bureau of Mine\u2019s Cement Manufacturing Data Set).  Carbon dioxide emissions, often calculated and reported as elemental carbon, were converted to actual carbon dioxide mass by multiplying them by 3.664 (the ratio of the mass of carbon to that of carbon dioxide).  Although estimates of global carbon dioxide emissions are probably accurate within 10 percent (as calculated from global average file chemistry and use), country estimates may have larger error bounds.  Trends estimated from a consistent time series tend to be more accurate than individual values.  Each year the CDIAC recalculates the entire time series since 1949, incorporating recent findings and corrections.  Estimates exclude fuels supplied to ships and aircraft in international transport because of the difficulty of apportioning he fuels among benefitting countries.  The ratio of carbon dioxide per unit of energy shows carbon intensity, which is the amount of carbon dioxide emitted as a result of using one unit of energy in the process of production.", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "EN.ATM.CO2E.EG.ZS", "name": "CO2 intensity (kg per kg of oil equivalent energy use)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions from solid fuel consumption refer mainly to emissions from use of coal as an energy source.", "sourceOrganization": "Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.FF.KT", "name": "CO2 emissions from fossil-fuels, total (thousand metric tons)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Fossil fuel is any hydrocarbon deposit that can be burned for heat or power, such as petroleum, coal, and natural gas. This is the sum total of all fossil fuel emissions (solid fuel consumption, liquid fuel consumption, gas fuel consumption, cement production and gas flaring). The U.S. Department of Energy\u2019s carbon Dioxide Information Analysis Center (CDIAC) calculates annual anthropogenic emissions from data on fossil fuel consumption (from the United Nations Statistics Division\u2019s World Energy Data Set) and world cement manufacturing (from the U.S. Bureau of Mine\u2019s Cement Manufacturing Data Set).  Carbon dioxide emissions, often calculated and reported as elemental carbon, were converted to actual carbon dioxide mass by multiplying them by 3.664 (the ratio of the mass of carbon to that of carbon dioxide).  Although estimates of global carbon dioxide emissions are probably accurate within 10 percent (as calculated from global average file chemistry and use), country estimates may have larger error bounds.  Trends estimated from a consistent time series tend to be more accurate than individual values.  Each year the CDIAC recalculates the entire time series since 1949, incorporating recent findings and corrections.  Estimates exclude fuels supplied to ships and aircraft in international transport because of the difficulty of apportioning he fuels among benefitting countries.  The ratio of carbon dioxide per unit of energy shows carbon intensity, which is the amount of carbon dioxide emitted as a result of using one unit of energy in the process of production.   ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "EN.ATM.CO2E.FF.ZS", "name": "CO2 emissions from fossil-fuels (% of total)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Fossil fuel is any hydrocarbon deposit that can be burned for heat or power, such as petroleum, coal, and natural gas. This is the sum total of all fossil fuel emissions (solid fuel consumption, liquid fuel consumption, gas fuel consumption, cement production and gas flaring).  ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "EN.ATM.CO2E.GDP", "name": "CO2 emissions, industrial (kg per 1987 US$ of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ATM.CO2E.GF.KT", "name": "CO2 emissions from gaseous fuel consumption (kt) ", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of natural gas as an energy source.", "sourceOrganization": "Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.GF.ZS", "name": "CO2 emissions from gaseous fuel consumption (% of total) ", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of natural gas as an energy source.", "sourceOrganization": "Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.GL.KT", "name": "CO2 emissions from gas flaring (thousand metric tons)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Carbon dioxide emissions from gas flaring fuel consumption refer mainly to emissions from gas flaring activities.     ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "EN.ATM.CO2E.KD.87.GD", "name": "CO2 emissions, industrial (kg per 1987 US$ of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ATM.CO2E.KD.GD", "name": "CO2 emissions (kg per 2015 US$ of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.", "sourceOrganization": "Climate Watch. 2020. GHG Emissions. Washington, DC: World Resources Institute. Available at:\u00a0https://www.climatewatchdata.org/ghg-emissions. See NY.GDP.MKTP.KD for the denominator's source.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.KT", "name": "CO2 emissions (kt)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.", "sourceOrganization": "Climate Watch Historical GHG Emissions (1990-2020). 2023. Washington, DC: World Resources Institute. Available online at:\u00a0https://www.climatewatchdata.org/ghg-emissions", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.LF.KT", "name": "CO2 emissions from liquid fuel consumption (kt) ", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of petroleum-derived fuels as an energy source.", "sourceOrganization": "Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.LF.ZS", "name": "CO2 emissions from liquid fuel consumption (% of total) ", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of petroleum-derived fuels as an energy source.", "sourceOrganization": "Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.PC", "name": "CO2 emissions (metric tons per capita)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.", "sourceOrganization": "Emissions data are sourced from Climate Watch Historical GHG Emissions (1990-2020). 2023. Washington, DC: World Resources Institute. Available online at:\u00a0https://www.climatewatchdata.org/ghg-emissions", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.PP.GD", "name": "CO2 emissions (kg per PPP $ of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.", "sourceOrganization": "Climate Watch. 2020. GHG Emissions. Washington, DC: World Resources Institute. Available at:\u00a0https://www.climatewatchdata.org/ghg-emissions. See NY.GDP.MKTP.PP.CD for the denominator's source.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.PP.GD.KD", "name": "CO2 emissions (kg per 2021 PPP $ of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.", "sourceOrganization": "Climate Watch. 2020. GHG Emissions. Washington, DC: World Resources Institute. Available at:\u00a0https://www.climatewatchdata.org/ghg-emissions. See NY.GDP.MKTP.PP.KD for the denominator's source.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.SF.KT", "name": "CO2 emissions from solid fuel consumption (kt) ", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions from solid fuel consumption refer mainly to emissions from use of coal as an energy source.", "sourceOrganization": "Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.CO2E.SF.ZS", "name": "CO2 emissions from solid fuel consumption (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Carbon dioxide emissions from solid fuel consumption refer mainly to emissions from use of coal as an energy source.", "sourceOrganization": "Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.GHGO.KT.CE", "name": "Other greenhouse gas emissions, HFC, PFC and SF6 (thousand metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Other greenhouse gas emissions are by-product emissions of hydrofluorocarbons, perfluorocarbons, and sulfur hexafluoride.", "sourceOrganization": "World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.GHGO.ZG", "name": "Other greenhouse gas emissions (% change from 1990)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Other greenhouse gas emissions are by-product emissions of hydrofluorocarbons, perfluorocarbons, and sulfur hexafluoride. Each year of data shows the percentage change to that year from 1990.", "sourceOrganization": "World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.GHGT.KT.CE", "name": "Total greenhouse gas emissions (kt of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Total greenhouse gas emissions in kt of CO2 equivalent are composed of CO2 totals excluding short-cycle biomass burning (such as agricultural waste burning and savanna burning) but including other biomass burning (such as forest fires, post-burn decay, peat fires and decay of drained peatlands), all anthropogenic CH4 sources, N2O sources and F-gases (HFCs, PFCs and SF6).", "sourceOrganization": "Climate Watch Historical GHG Emissions (1990-2020). 2023. Washington, DC: World Resources Institute. Available online at:\u00a0https://www.climatewatchdata.org/ghg-emissions", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.GHGT.ZG", "name": "Total greenhouse gas emissions (% change from 1990)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Total greenhouse gas emissions are composed of CO2 totals excluding short-cycle biomass burning (such as agricultural waste burning and savanna burning) but including other biomass burning (such as forest fires, post-burn decay, peat fires and decay of drained peatlands), all anthropogenic CH4 sources, N2O sources and F-gases (HFCs, PFCs and SF6). Each year of data shows the percentage change to that year from 1990.", "sourceOrganization": "World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.HFCG.KT.CE", "name": "HFC gas emissions (thousand metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Hydrofluorocarbons, used as a replacement for chlorofluorocarbons, are used mainly in refrigeration and semiconductor manufacturing.", "sourceOrganization": "European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.METH.AG.KT.CE", "name": "Agricultural methane emissions (thousand metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Agricultural methane emissions are emissions from animals, animal waste, rice production, agricultural waste burning (nonenergy, on-site), and savanna burning.", "sourceOrganization": "Climate Watch Historical GHG Emissions (1990-2020). 2023. Washington, DC: World Resources Institute. Available online at:\u00a0https://www.climatewatchdata.org/ghg-emissions", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.METH.AG.ZS", "name": "Agricultural methane emissions (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Agricultural methane emissions are emissions from animals, animal waste, rice production, agricultural waste burning (nonenergy, on-site), and savanna burning.", "sourceOrganization": "World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.METH.EG.KT.CE", "name": "Methane emissions in energy sector (thousand metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Methane emissions from energy processes are emissions from the production, handling, transmission, and combustion of fossil fuels and biofuels.", "sourceOrganization": "Climate Watch Historical GHG Emissions (1990-2020). 2023. Washington, DC: World Resources Institute. Available online at:\u00a0https://www.climatewatchdata.org/ghg-emissions", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.METH.EG.ZS", "name": "Energy related methane emissions (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Methane emissions from energy processes are emissions from the production, handling, transmission, and combustion of fossil fuels and biofuels.", "sourceOrganization": "World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.METH.IN.ZS", "name": "Energy related methane emissions (% of total)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Industrial methane emissions are emissions from the handling, transmission, and combustion of fossil fuels and biofuels.", "sourceOrganization": "International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.METH.KT.CE", "name": "Methane emissions (kt of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Methane emissions are those stemming from human activities such as agriculture and from industrial methane production.", "sourceOrganization": "Climate Watch Historical GHG Emissions (1990-2020). 2023. Washington, DC: World Resources Institute. Available online at:\u00a0https://www.climatewatchdata.org/ghg-emissions", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.METH.PC", "name": "Methane emissions (kt of CO2 equivalent per capita)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ATM.METH.ZG", "name": "Methane emissions (% change from 1990)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Methane emissions are those stemming from human activities such as agriculture and from industrial methane production. Each year of data shows the percentage change to that year from 1990.", "sourceOrganization": "World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.NOXE.AG.KT.CE", "name": "Agricultural nitrous oxide emissions (thousand metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Agricultural nitrous oxide emissions are emissions produced through fertilizer use (synthetic and animal manure), animal waste management, agricultural waste burning (nonenergy, on-site), and savanna burning.", "sourceOrganization": "Climate Watch Historical GHG Emissions (1990-2020). 2023. Washington, DC: World Resources Institute. Available online at:\u00a0https://www.climatewatchdata.org/ghg-emissions", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.NOXE.AG.ZS", "name": "Agricultural nitrous oxide emissions (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Agricultural nitrous oxide emissions are emissions produced through fertilizer use (synthetic and animal manure), animal waste management, agricultural waste burning (nonenergy, on-site), and savanna burning.", "sourceOrganization": "World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.NOXE.EG.KT.CE", "name": "Nitrous oxide emissions in energy sector (thousand metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Nitrous oxide emissions from energy processes are emissions produced by the combustion of fossil fuels and biofuels.", "sourceOrganization": "Climate Watch Historical GHG Emissions (1990-2020). 2023. Washington, DC: World Resources Institute. Available online at:\u00a0https://www.climatewatchdata.org/ghg-emissions", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.NOXE.EG.ZS", "name": "Nitrous oxide emissions in energy sector (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Nitrous oxide emissions from energy processes are emissions produced by the combustion of fossil fuels and biofuels.", "sourceOrganization": "World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.NOXE.EI.ZS", "name": "Nitrous oxide emissions in industrial and energy processes (% of total nitrous oxide emissions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "EN.ATM.NOXE.IN.KT.CE", "name": "Industrial nitrous oxide emissions (thousand metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ATM.NOXE.IN.ZS", "name": "Nitrous oxide emissions in industrial and energy processes (% of total nitrous oxide emissions)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Industrial nitrous oxide emissions are emissions produced during the manufacturing of adipic acid and nitric acid.", "sourceOrganization": "International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.NOXE.KT.CE", "name": "Nitrous oxide emissions (thousand metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Nitrous oxide emissions are emissions from agricultural biomass burning, industrial activities, and livestock management.", "sourceOrganization": "Climate Watch Historical GHG Emissions (1990-2020). 2023. Washington, DC: World Resources Institute. Available online at:\u00a0https://www.climatewatchdata.org/ghg-emissions", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.NOXE.MT.CE", "name": "Nitrous oxide emissions (metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ATM.NOXE.PC", "name": "Nitrous oxide emissions (metric tons of CO2 equivalent per capita)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ATM.NOXE.ZG", "name": "Nitrous oxide emissions (% change from 1990)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Nitrous oxide emissions are emissions from agricultural biomass burning, industrial activities, and livestock management. Each year of data shows the percentage change to that year from 1990.", "sourceOrganization": "World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.PFCG.KT.CE", "name": "PFC gas emissions (thousand metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Perfluorocarbons, used as a replacement for chlorofluorocarbons in manufacturing semiconductors, are a byproduct of aluminum smelting and uranium enrichment.", "sourceOrganization": "European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.PM10.MC.M3", "name": "PM10, country level (micrograms per cubic meter)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Particulate matter concentrations refer to fine suspended particulates less than 10 microns in diameter (PM10) that are capable of penetrating deep into the respiratory tract and causing significant health damage. Data for countries and aggregates for regions and income groups are urban-population weighted PM10 levels in residential areas of cities with more than 100,000 residents. The estimates represent the average annual exposure level of the average urban resident to outdoor particulate matter. The state of a country's technology and pollution controls is an important determinant of particulate matter concentrations.", "sourceOrganization": "Kiran Dev Pandey, David Wheeler, Bart Ostro, Uwe Deichmann, Kirk Hamilton, and Katherine Bolt. \"Ambient Particulate Matter Concentrations in Residential and Pollution Hotspot Areas of World Cities: New Estimates Based on the Global Model of Ambient Particulates (GMAPS),\" World Bank, Development Research Group and Environment Department (2006).", "topics": []}
{"id": "EN.ATM.PM25.MC.M3", "name": "PM2.5 air pollution, mean annual exposure (micrograms per cubic meter)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Population-weighted exposure to ambient PM2.5 pollution is defined as the average level of exposure of a nation's population to concentrations of suspended particles measuring less than 2.5 microns in aerodynamic diameter, which are capable of penetrating deep into the respiratory tract and causing severe health damage. Exposure is calculated by weighting mean annual concentrations of PM2.5 by population in both urban and rural areas.", "sourceOrganization": "Global Burden of Disease Collaborative Network. 2021. Global Burden of Disease Study 2019 (GBD 2019) Air Pollution Exposure Estimates 1990-2019. Seattle, United States of America: Institute for Health Metrics and Evaluation (IHME). https://doi.org/10.6069/70JS-NC54", "topics": [{"id": "16", "value": "Urban Development "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.PM25.MC.T1.ZS", "name": "PM2.5 pollution, population exposed to levels exceeding WHO Interim Target-1 value (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percent of population exposed to ambient concentrations of PM2.5 that exceed the World Health Organization (WHO) Interim Target 1 (IT-1) is defined as the portion of a country\u2019s population living in places where mean annual concentrations of PM2.5 are greater than 35 micrograms per cubic meter. The Air Quality Guideline (AQG) of 10 micrograms per cubic meter is recommended by the WHO as the lower end of the range of concentrations over which adverse health effects due to PM2.5 exposure have been observed.", "sourceOrganization": "Brauer, M. et al. 2017, for the Global Burden of Disease Study 2017.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.PM25.MC.T2.ZS", "name": "PM2.5 pollution, population exposed to levels exceeding WHO Interim Target-2 value (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percent of population exposed to ambient concentrations of PM2.5 that exceed the World Health Organization (WHO) Interim Target 2 (IT-2) is defined as the portion of a country\u2019s population living in places where mean annual concentrations of PM2.5 are greater than 25 micrograms per cubic meter. The Air Quality Guideline (AQG) of 10 micrograms per cubic meter is recommended by the WHO as the lower end of the range of concentrations over which adverse health effects due to PM2.5 exposure have been observed.", "sourceOrganization": "Brauer, M. et al. 2017, for the Global Burden of Disease Study 2017.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.PM25.MC.T3.ZS", "name": "PM2.5 pollution, population exposed to levels exceeding WHO Interim Target-3 value (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percent of population exposed to ambient concentrations of PM2.5 that exceed the World Health Organization (WHO) Interim Target 3 (IT-3) is defined as the portion of a country\u2019s population living in places where mean annual concentrations of PM2.5 are greater than 15 micrograms per cubic meter. The Air Quality Guideline (AQG) of 10 micrograms per cubic meter is recommended by the WHO as the lower end of the range of concentrations over which adverse health effects due to PM2.5 exposure have been observed.", "sourceOrganization": "Brauer, M. et al. 2017, for the Global Burden of Disease Study 2017.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.PM25.MC.ZS", "name": "PM2.5 air pollution, population exposed to levels exceeding WHO guideline value (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percent of population exposed to ambient concentrations of PM2.5 that exceed the WHO guideline value is defined as the portion of a country\u2019s population living in places where mean annual concentrations of PM2.5 are greater than 10 micrograms per cubic meter, the guideline value recommended by the World Health Organization as the lower end of the range of concentrations over which adverse health effects due to PM2.5 exposure have been observed.", "sourceOrganization": "Brauer, M. et al. 2017, for the Global Burden of Disease Study 2017.", "topics": [{"id": "16", "value": "Urban Development "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.ATM.SF6G.KT.CE", "name": "SF6 gas emissions (thousand metric tons of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Sulfur hexafluoride is used largely to insulate high-voltage electric power equipment.", "sourceOrganization": "European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.BIR.THRD.NO", "name": "Bird species, threatened", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Birds are listed for countries included within their breeding or wintering ranges. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.", "sourceOrganization": "United Nations Environmental Program and the World Conservation Monitoring Centre, and International Union for Conservation of Nature, Red List of Threatened Species.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.BIR.TOTL.NO", "name": "Bird species, total known", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.CLC.CDDY.XD", "name": "Cooling Degree Days", "unit": "", "source": {"id": "75", "value": "Environment, Social and Governance (ESG) Data"}, "sourceNote": "A cooling degree day (CDD) is a measurement designed to track energy use. It is the number of degrees that a day's average temperature is above 18\u00b0C (65\u00b0F). Daily degree days are accumulated to obtain annual values.", "sourceOrganization": "World Bank, Climate Change Knowledge Portal. https://climateknowledgeportal.worldbank.org", "topics": []}
{"id": "EN.CLC.CSTP.ZS", "name": "Coastal protection", "unit": "", "source": {"id": "75", "value": "Environment, Social and Governance (ESG) Data"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.CLC.DRSK.XQ", "name": "Disaster risk reduction progress score (1-5 scale; 5=best)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Disaster risk reduction progress score is an average of self-assessment scores, ranging from 1 to 5, submitted by countries under Priority 1 of the Hyogo Framework National Progress Reports. The Hyogo Framework is a global blueprint for disaster risk reduction efforts that was adopted by 168 countries in 2005. Assessments of \"Priority 1\" include four indicators that reflect the degree to which countries have prioritized disaster risk reduction and the strengthening of relevant institutions.", "sourceOrganization": "(UNISDR, 2009-2011 Progress Reports, http://www.preventionweb.net/english/hyogo).", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.CLC.GHGR.MT.CE", "name": "GHG net emissions/removals by LUCF (Mt of CO2 equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "GHG net emissions/removals by LUCF refers to changes in atmospheric levels of all greenhouse gases attributable to forest and land-use change activities, including but not limited to (1) emissions and removals of CO2 from decreases or increases in biomass stocks due to forest management, logging, fuelwood collection, etc.; (2) conversion of existing forests and natural grasslands to other land uses; (3) removal of CO2 from the abandonment of formerly managed lands (e.g. croplands and pastures); and (4) emissions and removals of CO2 in soil associated with land-use change and management. For Annex-I countries under the UNFCCC, these data are drawn from the annual GHG inventories submitted to the UNFCCC by each country; for non-Annex-I countries, data are drawn from the most recently submitted National Communication where available. Because of differences in reporting years and methodologies, these data are not generally considered comparable across countries. Data are in million metric tons.", "sourceOrganization": "United Nations Framework Convention on Climate Change.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.CLC.HDDY.XD", "name": "Heating Degree Days", "unit": "", "source": {"id": "75", "value": "Environment, Social and Governance (ESG) Data"}, "sourceNote": "A heating degree day (HDD) is a measurement designed to track energy use. It is the number of degrees that a day's average temperature is below 18\u00b0C (65\u00b0F). Daily degree days are accumulated to obtain annual values.", "sourceOrganization": "World Bank, Climate Change Knowledge Portal. https://climateknowledgeportal.worldbank.org", "topics": []}
{"id": "EN.CLC.HEAT.XD", "name": "Heat Index 35", "unit": "", "source": {"id": "75", "value": "Environment, Social and Governance (ESG) Data"}, "sourceNote": "Total count of days per year where the daily mean Heat Index rose above 35\u00b0C. A Heat Index is a measure of how hot it feels once humidity is factored in with air temperature.", "sourceOrganization": "World Bank, Climate Change Knowledge Portal. https://climateknowledgeportal.worldbank.org", "topics": []}
{"id": "EN.CLC.MDAT.ZS", "name": "Droughts, floods, extreme temperatures (% of population, average 1990-2009)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Droughts, floods and extreme temperatures is the annual average percentage of the population that is affected by natural disasters classified as either droughts, floods, or extreme temperature events. A drought is an extended period of time characterized by a deficiency in a region's water supply that is the result of constantly below average precipitation. A drought can lead to losses to agriculture, affect inland navigation and hydropower plants, and cause a lack of drinking water and famine. A flood is a significant rise of water level in a stream, lake, reservoir or coastal region. Extreme temperature events are either cold waves or heat waves. A cold wave can be both a prolonged period of excessively cold weather and the sudden invasion of very cold air over a large area. Along with frost it can cause damage to agriculture, infrastructure, and property. A heat wave is a prolonged period of excessively hot and sometimes also humid weather relative to normal climate patterns of a certain region. Population affected is the number of people injured, left homeless or requiring immediate assistance during a period of emergency resulting from a natural disaster; it can also include displaced or evacuated people. Average percentage of population affected is calculated by dividing the sum of total affected for the period stated by the sum of the annual population figures for the period stated.", "sourceOrganization": "EM-DAT: The OFDA/CRED International Disaster Database: www.emdat.be, Universit\u00e9 Catholique de Louvain, Brussels (Belgium), World Bank.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.CLC.SPEI.XD", "name": "Standardised Precipitation-Evapotranspiration Index", "unit": "", "source": {"id": "75", "value": "Environment, Social and Governance (ESG) Data"}, "sourceNote": "The SPEI fulfills the requirements of a drought index since its multi-scalar character enables it to be used by different scientific disciplines to detect, monitor, and analyze droughts. Like the sc-PDSI and the SPI, the SPEI can measure drought severity according to its intensity and duration, and can identify the onset and end of drought episodes. The SPEI allows comparison of drought severity through time and space, since it can be calculated over a wide range of climates, as can the SPI.", "sourceOrganization": "Global SPEI database (SPEIbase). https://spei.csic.es/database.html", "topics": []}
{"id": "EN.CO2.BLDG.MT", "name": "CO2 emissions from residential buildings and commercial and public services (million metric tons)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "CO2 emissions from residential buildings and commercial and public services contains all emissions from fuel combustion in households. This corresponds to IPCC Source/Sink Category 1 A 4 b. Commercial and public services includes emissions from all activities of ISIC Divisions 41, 50-52, 55, 63-67, 70-75, 80, 85, 90-93 and 99.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EN.CO2.BLDG.ZS", "name": "CO2 emissions from residential buildings and commercial and public services (% of total fuel combustion)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "CO2 emissions from residential buildings and commercial and public services contains all emissions from fuel combustion in households. This corresponds to IPCC Source/Sink Category 1 A 4 b. Commercial and public services includes emissions from all activities of ISIC Divisions 41, 50-52, 55, 63-67, 70-75, 80, 85, 90-93 and 99.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.CO2.ETOT.MT", "name": "CO2 emissions from electricity and heat production, total (million metric tons)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "CO2 emissions from electricity and heat production is the sum of three IEA categories of CO2 emissions: (1) Main Activity Producer Electricity and Heat which contains the sum of emissions from main activity producer electricity generation, combined heat and power generation and heat plants. Main activity producers (formerly known as public utilities) are defined as those undertakings whose primary activity is to supply the public. They may be publicly or privately owned. This corresponds to IPCC Source/Sink Category 1 A 1 a. For the CO2 emissions from fuel combustion (summary) file, emissions from own on-site use of fuel in power plants (EPOWERPLT) are also included. (2) Unallocated Autoproducers which contains the emissions from the generation of electricity and/or heat by autoproducers. Autoproducers are defined as undertakings that generate electricity and/or heat, wholly or partly for their own use as an activity which supports their primary activity. They may be privately or publicly owned. In the 1996 IPCC Guidelines, these emissions would normally be distributed between industry, transport and \"other\" sectors. (3) Other Energy Industries contains emissions from fuel combusted in petroleum refineries, for the manufacture of solid fuels, coal mining, oil and gas extraction and other energy-producing industries. This corresponds to the IPCC Source/Sink Categories 1 A 1 b and 1 A 1 c. According to the 1996 IPCC Guidelines, emissions from coke inputs to blast furnaces can either be counted here or in the Industrial Processes source/sink category. Within detailed sectoral calculations, certain non-energy processes can be distinguished. In the reduction of iron in a blast furnace through the combustion of coke, the primary purpose of the coke oxidation is to produce pig iron and the emissions can be considered as an industrial process. Care must be taken not to double count these emissions in both Energy and Industrial Processes. In the IEA estimations, these emissions have been included in this category.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EN.CO2.ETOT.ZS", "name": "CO2 emissions from electricity and heat production, total (% of total fuel combustion)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "CO2 emissions from electricity and heat production is the sum of three IEA categories of CO2 emissions: (1) Main Activity Producer Electricity and Heat which contains the sum of emissions from main activity producer electricity generation, combined heat and power generation and heat plants. Main activity producers (formerly known as public utilities) are defined as those undertakings whose primary activity is to supply the public. They may be publicly or privately owned. This corresponds to IPCC Source/Sink Category 1 A 1 a. For the CO2 emissions from fuel combustion (summary) file, emissions from own on-site use of fuel in power plants (EPOWERPLT) are also included. (2) Unallocated Autoproducers which contains the emissions from the generation of electricity and/or heat by autoproducers. Autoproducers are defined as undertakings that generate electricity and/or heat, wholly or partly for their own use as an activity which supports their primary activity. They may be privately or publicly owned. In the 1996 IPCC Guidelines, these emissions would normally be distributed between industry, transport and \"other\" sectors. (3) Other Energy Industries contains emissions from fuel combusted in petroleum refineries, for the manufacture of solid fuels, coal mining, oil and gas extraction and other energy-producing industries. This corresponds to the IPCC Source/Sink Categories 1 A 1 b and 1 A 1 c. According to the 1996 IPCC Guidelines, emissions from coke inputs to blast furnaces can either be counted here or in the Industrial Processes source/sink category. Within detailed sectoral calculations, certain non-energy processes can be distinguished. In the reduction of iron in a blast furnace through the combustion of coke, the primary purpose of the coke oxidation is to produce pig iron and the emissions can be considered as an industrial process. Care must be taken not to double count these emissions in both Energy and Industrial Processes. In the IEA estimations, these emissions have been included in this category.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.CO2.MANF.MT", "name": "CO2 emissions from manufacturing industries and construction (million metric tons)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "CO2 emissions from manufacturing industries and construction contains the emissions from combustion of fuels in industry. The IPCC Source/Sink Category 1 A 2 includes these emissions. However, in the 1996 IPCC Guidelines, the IPCC category also includes emissions from industry autoproducers that generate electricity and/or heat. The IEA data are not collected in a way that allows the energy consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers). Manufacturing industries and construction also includes emissions from coke inputs into blast furnaces, which may be reported either in the transformation sector, the industry sector or the separate IPCC Source/Sink Category 2, Industrial Processes.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EN.CO2.MANF.ZS", "name": "CO2 emissions from manufacturing industries and construction (% of total fuel combustion)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "CO2 emissions from manufacturing industries and construction contains the emissions from combustion of fuels in industry. The IPCC Source/Sink Category 1 A 2 includes these emissions. However, in the 1996 IPCC Guidelines, the IPCC category also includes emissions from industry autoproducers that generate electricity and/or heat. The IEA data are not collected in a way that allows the energy consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers). Manufacturing industries and construction also includes emissions from coke inputs into blast furnaces, which may be reported either in the transformation sector, the industry sector or the separate IPCC Source/Sink Category 2, Industrial Processes.", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.CO2.OTHX.MT", "name": "CO2 emissions from other sectors, excluding residential buildings and commercial and public services (million metric tons)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "CO2 emissions from other sectors, less residential buildings and commercial and public services, contains the emissions from commercial/institutional activities, residential, agriculture/forestry, fishing and other emissions not specified elsewhere that are included in the IPCC Source/Sink Categories 1 A 4 and 1 A 5. In the 1996 IPCC Guidelines, the category also includes emissions from autoproducers in the commercial/residential/agricultural sectors that generate electricity and/or heat. The IEA data are not collected in a way that allows the energy consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers).", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EN.CO2.OTHX.ZS", "name": "CO2 emissions from other sectors, excluding residential buildings and commercial and public services (% of total fuel combustion)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "CO2 emissions from other sectors, less residential buildings and commercial and public services, contains the emissions from commercial/institutional activities, residential, agriculture/forestry, fishing and other emissions not specified elsewhere that are included in the IPCC Source/Sink Categories 1 A 4 and 1 A 5. In the 1996 IPCC Guidelines, the category also includes emissions from autoproducers in the commercial/residential/agricultural sectors that generate electricity and/or heat. The IEA data are not collected in a way that allows the energy consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers).", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.CO2.TRAN.MT", "name": "CO2 emissions from transport (million metric tons)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "CO2 emissions from transport contains emissions from the combustion of fuel for all transport activity, regardless of the sector, except for international marine bunkers and international aviation. This includes domestic aviation, domestic navigation, road, rail and pipeline transport, and corresponds to IPCC Source/Sink Category 1 A 3. In addition, the IEA data are not collected in a way that allows the autoproducer consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers).", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/", "topics": []}
{"id": "EN.CO2.TRAN.ZS", "name": "CO2 emissions from transport (% of total fuel combustion)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "CO2 emissions from transport contains emissions from the combustion of fuel for all transport activity, regardless of the sector, except for international marine bunkers and international aviation. This includes domestic aviation, domestic navigation, road, rail and pipeline transport, and corresponds to IPCC Source/Sink Category 1 A 3. In addition, the IEA data are not collected in a way that allows the autoproducer consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers).", "sourceOrganization": "IEA Statistics \u00a9 OECD/IEA 2014 (https://www.iea.org/data-and-statistics), subject to https://www.iea.org/terms/", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.EGY.PROD.KT.OE", "name": "Commercial energy production (kt of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ELC.PROD.GWH", "name": "Electric power production (million kwh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ELC.PROD.LOSS.ZS", "name": "Electric power transmission and distribution losses (% of output)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.FSH.THRD.NO", "name": "Fish species, threatened", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fish species are based on Froese, R. and Pauly, D. (eds). 2008. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.", "sourceOrganization": "Froese, R. and Pauly, D. (eds). 2008. FishBase database, www.fishbase.org.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.ALL.LU.MT.CE.AR5", "name": "Total greenhouse gas emissions including LULUCF (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of the six greenhouse gases (GHG) covered by the Kyoto Protocol (carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphurhexafluoride (SF6)) from the energy, industry, waste, agriculture, and land use, land use changes, and forestry (LULUCF) sectors, standardized to carbon dioxide equivalent values. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg72; Grassi, G., Conchedda, G., Federici, S., Abad Vi\u00f1as, R., Korosuo, A., Melo, J., Rossi, S., Sandker, M., Somogyi, Z., and Tubiello, F. N.: Carbon fluxes from land 2000\u20132020: bringing clarity on countries\u2019 reporting, Earth Syst. Sci. Data, 14, 4643\u20134666, 2022,\u00a0doi:10.5194/essd-14-4643-2022. Data available from https://doi.org/10.5281/zenodo.7190601", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.ALL.MT.CE.AR5", "name": "Total greenhouse gas emissions excluding LULUCF (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of the six greenhouse gases (GHG) covered by the Kyoto Protocol (carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphurhexafluoride (SF6)) from the energy, industry, waste, and agriculture sectors, standardized to carbon dioxide equivalent values. This measure excludes GHG fluxes caused by Land Use Change Land Use and Forestry (LULUCF), as these fluxes have larger uncertainties. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg72", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.ALL.PC.CE.AR5", "name": "Total greenhouse gas emissions excluding LULUCF per capita (t CO2e/capita)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total annual emissions of the six greenhouse gases (GHG) covered by the Kyoto Protocol (carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphurhexafluoride (SF6)) from the energy, industry, waste, and agriculture sectors, standardized to carbon dioxide equivalent values divided by the economy's population. This measure excludes GHG fluxes caused by Land Use Change Land Use and Forestry (LULUCF), as these fluxes have larger uncertainties.", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CH4.AG.MT.CE.AR5", "name": "Methane (CH4) emissions from Agriculture (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the agricultural sector. This includes emissions from livestock (IPCC 2006 codes 3.A.1 (enteric fermentation, 3.a.2 (manure management) and crops (IPCC 2006 codes 3.C.1 Emissions from biomass burning, 3.C.2 Liming, 3.C.3 Urea application, 3.C.4 Direct N2O Emissions from managed soils, 3.C.5 Indirect N2O Emissions from managed soils, 3.C.6 Indirect N2O Emissions from manure management, 3.C.7 Rice cultivations). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CH4.BU.MT.CE.AR5", "name": "Methane (CH4) emissions from Building (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the building sector (subsector of the energy sector) including IPCC 2006 codes 1.A.4 Residential and other sectors, 1.A.5 Non-Specified. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CH4.FE.MT.CE.AR5", "name": "Methane (CH4) emissions from Fugitive Emissions (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from fugitive emissions (subsector of the energy sector) including IPCC 2006 codes 1.A.1.bc Petroleum Refining - Manufacture of Solid Fuels and Other Energy Industries, 1.B.1 Solid Fuels, 1.B.2 Oil and Natural Gas, 5.B. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CH4.IC.MT.CE.AR5", "name": "Methane (CH4) emissions from Industrial Combustion (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from industrial combustion (subsector of the energy sector) including IPCC 2006 code 1.A.2 Manufacturing Industries and Construction. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CH4.IP.MT.CE.AR5", "name": "Methane (CH4) emissions from Industrial Processes (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from industrial processes including IPCC 2006 codes 2.A.1 Cement production, 2.A.2 Lime production, 2.A.3 Glass Production, 2.A.4 Other Process Uses of Carbonates, 2.B Chemical Industry, 2.C Metal Industry, 2.D Non-Energy Products from Fuels and Solvent Use, 2.E Electronics Industry, 2.F Product Uses as Substitutes for Ozone Depleting Substances, 2.G Other Product Manufacture and Use and 5.A Indirect N2O emissions from the atmospheric deposition of nitrogen in NOx and NH3). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CH4.MT.CE.AR5", "name": "Methane (CH4) emissions (total) excluding LULUCF (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CH4.PI.MT.CE.AR5", "name": "Methane (CH4) emissions from Power Industry (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from electricity and heat generation (subsector of the energy sector) including IPCC 2006 code 1.A.1.a. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CH4.TR.MT.CE.AR5", "name": "Methane (CH4) emissions from Transport (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the transportation sector (subsector of the energy sector) including IPCC 2006 codes 1.A.3.a Civil Aviation, 1.A.3.b_noRES Road Transportation no resuspension, 1.A.3.c Railways, 1.A.3.d Water-borne Navigation, 1.A.3.e Other Transportation. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CH4.WA.MT.CE.AR5", "name": "Methane (CH4) emissions from Waste (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the waste sector. This includes emissions from solid waste (IPCC 2006 codes 4.A Solid Waste Disposal, 4.B Biological Treatment of Solid Waste, 4.C Incineration and Open Burning of Waste) and wastewater treatment (IPCC 2006 code 4.D Wastewater Treatment and Discharge). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CH4.ZG.AR5", "name": "Methane (CH4) emissions (total) excluding LULUCF (% change from 1990)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Change of emissions (as %) of current year with respect to emissions in baseline year 1990 emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5). Negative values indicate that the emission level for that year is lower than the emissions level in 1990.", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.AG.MT.CE.AR5", "name": "Carbon dioxide (CO2) emissions from Agriculture (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agricultural sector. This includes emissions from livestock (IPCC 2006 codes 3.A.1 (enteric fermentation, 3.a.2 (manure management) and crops (IPCC 2006 codes 3.C.1 Emissions from biomass burning, 3.C.2 Liming, 3.C.3 Urea application, 3.C.4 Direct N2O Emissions from managed soils, 3.C.5 Indirect N2O Emissions from managed soils, 3.C.6 Indirect N2O Emissions from manure management, 3.C.7 Rice cultivations). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg73", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.BU.MT.CE.AR5", "name": "Carbon dioxide (CO2) emissions from Building (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the building sector (subsector of the energy sector) including IPCC 2006 codes 1.A.4 Residential and other sectors, 1.A.5 Non-Specified. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg74", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.FE.MT.CE.AR5", "name": "Carbon dioxide (CO2) emissions from Fugitive Emissions (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from fugitive emissions (subsector of the energy sector) including IPCC 2006 codes 1.A.1.bc Petroleum Refining - Manufacture of Solid Fuels and Other Energy Industries, 1.B.1 Solid Fuels, 1.B.2 Oil and Natural Gas, 5.B. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg75", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.IC.MT.CE.AR5", "name": "Carbon dioxide (CO2) emissions from Industrial Combustion (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from industrial combustion (subsector of the energy sector) including IPCC 2006 code 1.A.2 Manufacturing Industries and Construction. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg76", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.IP.MT.CE.AR5", "name": "Carbon dioxide (CO2) emissions from Industrial Processes (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from industrial processes including IPCC 2006 codes 2.A.1 Cement production, 2.A.2 Lime production, 2.A.3 Glass Production, 2.A.4 Other Process Uses of Carbonates, 2.B Chemical Industry, 2.C Metal Industry, 2.D Non-Energy Products from Fuels and Solvent Use, 2.E Electronics Industry, 2.F Product Uses as Substitutes for Ozone Depleting Substances, 2.G Other Product Manufacture and Use and 5.A Indirect N2O emissions from the atmospheric deposition of nitrogen in NOx and NH3). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg78", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.LU.DF.MT.CE.AR5", "name": "Carbon dioxide (CO2) net fluxes from LULUCF - Deforestation (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net flux of carbon dioxide (CO2) in the category \"Deforestation\".", "sourceOrganization": "Grassi, G., Conchedda, G., Federici, S., Abad Vi\u00f1as, R., Korosuo, A., Melo, J., Rossi, S., Sandker, M., Somogyi, Z., and Tubiello, F. N.: Carbon fluxes from land 2000\u20132020: bringing clarity on countries\u2019 reporting, Earth Syst. Sci. Data, 14, 4643\u20134666, 2022,\u00a0doi:10.5194/essd-14-4643-2022. Data available from https://doi.org/10.5281/zenodo.7190601", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.LU.FL.MT.CE.AR5", "name": "Carbon dioxide (CO2) net fluxes from LULUCF - Forest Land (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net flux of carbon dioxide (CO2) in the category \"Forest land\".", "sourceOrganization": "Grassi, G., Conchedda, G., Federici, S., Abad Vi\u00f1as, R., Korosuo, A., Melo, J., Rossi, S., Sandker, M., Somogyi, Z., and Tubiello, F. N.: Carbon fluxes from land 2000\u20132020: bringing clarity on countries\u2019 reporting, Earth Syst. Sci. Data, 14, 4643\u20134666, 2022,\u00a0doi:10.5194/essd-14-4643-2022. Data available from https://doi.org/10.5281/zenodo.7190602", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.LU.MT.CE.AR5", "name": "Carbon dioxide (CO2) net fluxes from LULUCF - Total excluding non-tropical fires (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net flux of carbon dioxide (CO2) from Land Use, Land Use Change and Forestry LULUCF, excluding non-ropical fires at the country level.", "sourceOrganization": "Grassi, G., Conchedda, G., Federici, S., Abad Vi\u00f1as, R., Korosuo, A., Melo, J., Rossi, S., Sandker, M., Somogyi, Z., and Tubiello, F. N.: Carbon fluxes from land 2000\u20132020: bringing clarity on countries\u2019 reporting, Earth Syst. Sci. Data, 14, 4643\u20134666, 2022,\u00a0doi:10.5194/essd-14-4643-2022. Data available from https://doi.org/10.5281/zenodo.7190605", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.LU.OL.MT.CE.AR5", "name": "Carbon dioxide (CO2) net fluxes from LULUCF - Other Land (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net flux of carbon dioxide (CO2) in the category \"Other land\".", "sourceOrganization": "Grassi, G., Conchedda, G., Federici, S., Abad Vi\u00f1as, R., Korosuo, A., Melo, J., Rossi, S., Sandker, M., Somogyi, Z., and Tubiello, F. N.: Carbon fluxes from land 2000\u20132020: bringing clarity on countries\u2019 reporting, Earth Syst. Sci. Data, 14, 4643\u20134666, 2022,\u00a0doi:10.5194/essd-14-4643-2022. Data available from https://doi.org/10.5281/zenodo.7190604", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.LU.OS.MT.CE.AR5", "name": "Carbon dioxide (CO2) net fluxes from LULUCF - Organic Soil (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net flux of carbon dioxide (CO2) in the category \"Organic soil\".", "sourceOrganization": "Grassi, G., Conchedda, G., Federici, S., Abad Vi\u00f1as, R., Korosuo, A., Melo, J., Rossi, S., Sandker, M., Somogyi, Z., and Tubiello, F. N.: Carbon fluxes from land 2000\u20132020: bringing clarity on countries\u2019 reporting, Earth Syst. Sci. Data, 14, 4643\u20134666, 2022,\u00a0doi:10.5194/essd-14-4643-2022. Data available from https://doi.org/10.5281/zenodo.7190603", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.MT.CE.AR5", "name": "Carbon dioxide (CO2) emissions (total) excluding LULUCF (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg72", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.PC.CE.AR5", "name": "Carbon dioxide (CO2) emissions excluding LULUCF per capita (t CO2e/capita)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF, standardized to carbon dioxide equivalent values divided by the economy's population. This measure excludes GHG fluxes caused by Land Use Change Land Use and Forestry (LULUCF), as these fluxes have larger uncertainties.", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.PI.MT.CE.AR5", "name": "Carbon dioxide (CO2) emissions from Power Industry (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from electricity and heat generation (subsector of the energy sector) including IPCC 2006 code 1.A.1.a. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg77", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.RT.GDP.KD", "name": "Carbon intensity of GDP (kg CO2e per constant 2015 US$ of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF divided by the GDP in constant 2021 US$.", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.RT.GDP.PP.KD", "name": "Carbon intensity of GDP (kg CO2e per 2021 PPP $ of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF divided by the GDP in 2021 PPP $.", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.TR.MT.CE.AR5", "name": "Carbon dioxide (CO2) emissions from Transport (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the transportation sector (subsector of the energy sector) including IPCC 2006 codes 1.A.3.a Civil Aviation, 1.A.3.b_noRES Road Transportation no resuspension, 1.A.3.c Railways, 1.A.3.d Water-borne Navigation, 1.A.3.e Other Transportation. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg79", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.WA.MT.CE.AR5", "name": "Carbon dioxide (CO2) emissions from Waste (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the waste sector. This includes emissions from solid waste (IPCC 2006 codes 4.A Solid Waste Disposal, 4.B Biological Treatment of Solid Waste, 4.C Incineration and Open Burning of Waste) and wastewater treatment (IPCC 2006 code 4.D Wastewater Treatment and Discharge). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.CO2.ZG.AR5", "name": "Carbon dioxide (CO2) emissions (total) excluding LULUCF (% change from 1990)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Change of emissions (as %) of current year with respect to emissions in baseline year 1990 emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5). Negative values indicate that the emission level for that year is lower than the emissions level in 1990.", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.FGAS.IP.MT.CE.AR5", "name": "F-gases emissions from Industrial Processes (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of fluorinated gases (hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphurhexafluoride (SF6)), from industrial processes including IPCC 2006 codes 2.B Chemical Industry, 2.C Metal Industry, 2.E Electronics Industry, 2.F Product Uses as Substitutes for Ozone Depleting Substances, 2.G Other Product Manufacture and Use The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.N2O.AG.MT.CE.AR5", "name": "Nitrous oxide (N2O) emissions from Agriculture (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the agricultural sector. This includes emissions from livestock (IPCC 2006 codes 3.A.1 (enteric fermentation, 3.a.2 (manure management) and crops (IPCC 2006 codes 3.C.1 Emissions from biomass burning, 3.C.2 Liming, 3.C.3 Urea application, 3.C.4 Direct N2O Emissions from managed soils, 3.C.5 Indirect N2O Emissions from managed soils, 3.C.6 Indirect N2O Emissions from manure management, 3.C.7 Rice cultivations). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.N2O.BU.MT.CE.AR5", "name": "Nitrous oxide (N2O) emissions from Building (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the building sector (subsector of the energy sector) including IPCC 2006 codes 1.A.4 Residential and other sectors, 1.A.5 Non-Specified. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.N2O.FE.MT.CE.AR5", "name": "Nitrous oxide (N2O) emissions from Fugitive Emissions (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from fugitive emissions (subsector of the energy sector) including IPCC 2006 codes 1.A.1.bc Petroleum Refining - Manufacture of Solid Fuels and Other Energy Industries, 1.B.1 Solid Fuels, 1.B.2 Oil and Natural Gas, 5.B. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.N2O.IC.MT.CE.AR5", "name": "Nitrous oxide (N2O) emissions from Industrial Combustion (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from industrial combustion (subsector of the energy sector) including IPCC 2006 code 1.A.2 Manufacturing Industries and Construction. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.N2O.IP.MT.CE.AR5", "name": "Nitrous oxide (N2O) emissions from Industrial Processes (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from industrial processes including IPCC 2006 codes 2.A.1 Cement production, 2.A.2 Lime production, 2.A.3 Glass Production, 2.A.4 Other Process Uses of Carbonates, 2.B Chemical Industry, 2.C Metal Industry, 2.D Non-Energy Products from Fuels and Solvent Use, 2.E Electronics Industry, 2.F Product Uses as Substitutes for Ozone Depleting Substances, 2.G Other Product Manufacture and Use and 5.A Indirect N2O emissions from the atmospheric deposition of nitrogen in NOx and NH3). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.N2O.MT.CE.AR5", "name": "Nitrous oxide (N2O) emissions (total) excluding LULUCF (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.N2O.PI.MT.CE.AR5", "name": "Nitrous oxide (N2O) emissions from Power Industry (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from electricity and heat generation (subsector of the energy sector) including IPCC 2006 code 1.A.1.a. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.N2O.TR.MT.CE.AR5", "name": "Nitrous oxide (N2O) emissions from Transport (Energy) (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the transportation sector (subsector of the energy sector) including IPCC 2006 codes 1.A.3.a Civil Aviation, 1.A.3.b_noRES Road Transportation no resuspension, 1.A.3.c Railways, 1.A.3.d Water-borne Navigation, 1.A.3.e Other Transportation. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.N2O.WA.MT.CE.AR5", "name": "Nitrous oxide (N2O) emissions from Waste (Mt CO2e)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the waste sector. This includes emissions from solid waste (IPCC 2006 codes 4.A Solid Waste Disposal, 4.B Biological Treatment of Solid Waste, 4.C Incineration and Open Burning of Waste) and wastewater treatment (IPCC 2006 code 4.D Wastewater Treatment and Discharge). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.N2O.ZG.AR5", "name": "Nitrous oxide (N2O) emissions (total) excluding LULUCF (% change from 1990)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Change of emissions (as %) of current year with respect to emissions in baseline year 1990 emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5). Negative values indicate that the emission level for that year is lower than the emissions level in 1990.", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.GHG.TOT.ZG.AR5", "name": "Total greenhouse gas emissions excluding LULUCF (% change from 1990)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Change of emissions (as %) of current year with respect to emissions in baseline year 1990 emissions of the six greenhouse gases (GHG) covered by the Kyoto Protocol (carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphurhexafluoride (SF6)) from the energy, industry, waste, and agriculture sectors, standardized to carbon dioxide equivalent values. This measure excludes GHG fluxes caused by Land Use Change Land Use and Forestry (LULUCF), as these fluxes have larger uncertainties. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5) to combine different GHGs. Negative values indicate that the emission level for that year is lower than the emissions level in 1990.", "sourceOrganization": "EDGAR (Emissions Database for Global Atmospheric Research) Community GHG Database, a collaboration between the European Commission, Joint Research Centre (JRC), the International Energy Agency (IEA), and comprising IEA-EDGAR CO2, EDGAR CH4, EDGAR N2O, EDGAR F-GASES version 8.0, (2023) European Commission, JRC (Datasets). https://edgar.jrc.ec.europa.eu/dataset_ghg80", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.H2O.BDYS.ZS", "name": "Proportion of bodies of water with good ambient water quality", "unit": "", "source": {"id": "75", "value": "Environment, Social and Governance (ESG) Data"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.HPT.THRD.NO", "name": "Plant species (higher), threatened", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Higher plants are native vascular plant species. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.", "sourceOrganization": "United Nations Environmental Program and the World Conservation Monitoring Centre, and International Union for Conservation of Nature, Red List of Threatened Species.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.HPT.TOTL.NO", "name": "Plant species (higher), total known", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.LAND.CRP", "name": "Land use, cropland (sq km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.LAND.CRP.ZS", "name": "Land use, cropland (% of land area)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.LAND.OTH", "name": "Land use, other (sq km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.LAND.OTH.ZS", "name": "Land use, other (% of land area)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.LAND.PPS", "name": "Land use, permanent pasture (sq km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.LAND.PPS.ZS", "name": "Land use, permanent pasture (% of land area)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.LAND.TOTL", "name": "Land area (sq km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.LND.IRIG.AR.ZS", "name": "Irrigated land (% of arable land)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.LND.LTMP.DC", "name": "Land Surface Temperature", "unit": "", "source": {"id": "75", "value": "Environment, Social and Governance (ESG) Data"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.MAM.THRD.NO", "name": "Mammal species, threatened", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mammal species are mammals excluding whales and porpoises. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.", "sourceOrganization": "United Nations Environmental Program and the World Conservation Monitoring Centre, and International Union for Conservation of Nature, Red List of Threatened Species.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "EN.NAGR.EMPL.IN", "name": "Non-agricultural population (FAO, number)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The non-agricultural population is obtained as a residual of agricultural population from the total population.  ", "sourceOrganization": "Food and Agriculture Organization, electronic files and web site.", "topics": []}
{"id": "EN.POP.DNST", "name": "Population density (people per sq. km of land area)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Population density is midyear population divided by land area in square kilometers. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of their country of origin. Land area is a country's total area, excluding area under inland water bodies, national claims to continental shelf, and exclusive economic zones. In most cases the definition of inland water bodies includes major rivers and lakes.", "sourceOrganization": "Food and Agriculture Organization and World Bank population estimates.", "topics": [{"id": "16", "value": "Urban Development "}]}
{"id": "EN.POP.EL5M.RU.ZS", "name": "Rural population living in areas where elevation is below 5 meters (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rural population below 5m is the percentage of the total population, living in areas where the elevation is 5 meters or less.", "sourceOrganization": "Center for International Earth Science Information Network - CIESIN - Columbia University, and CUNY Institute for Demographic Research - CIDR - City University of New York. 2021. Low Elevation Coastal Zone (LECZ) Urban-Rural Population and Land Area Estimates, Version 3. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC).\u00a0https://doi.org/10.7927/d1x1-d702.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.POP.EL5M.UR.ZS", "name": "Urban population living in areas where elevation is below 5 meters (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Urban population below 5m is the percentage of the total population, living in areas where the elevation is 5 meters or less.", "sourceOrganization": "Center for International Earth Science Information Network - CIESIN - Columbia University, and CUNY Institute for Demographic Research - CIDR - City University of New York. 2021. Low Elevation Coastal Zone (LECZ) Urban-Rural Population and Land Area Estimates, Version 3. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC).\u00a0https://doi.org/10.7927/d1x1-d702.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "16", "value": "Urban Development "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.POP.EL5M.ZS", "name": "Population living in areas where elevation is below 5 meters (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Population below 5m is the percentage of the total population living in areas where the elevation is 5 meters or less.", "sourceOrganization": "Center for International Earth Science Information Network - CIESIN - Columbia University, and CUNY Institute for Demographic Research - CIDR - City University of New York. 2021. Low Elevation Coastal Zone (LECZ) Urban-Rural Population and Land Area Estimates, Version 3. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC).\u00a0https://doi.org/10.7927/d1x1-d702.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EN.POP.SLUM.UR.ZS", "name": "Population living in slums (% of urban population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Population living in slums is the proportion of the urban population living in slum households. A slum household is defined as a group of individuals living under the same roof lacking one or more of the following conditions: access to improved water, access to improved sanitation, sufficient living area, housing durability, and security of tenure, as adopted in the Millennium Development Goal Target 7.D. The successor, the Sustainable Development Goal 11.1.1, considers inadequate housing (housing affordability) to complement the above definition of slums/informal settlements.", "sourceOrganization": "United Nations Human Settlements Programme (UN-HABITAT)", "topics": [{"id": "11", "value": "Poverty "}, {"id": "16", "value": "Urban Development "}, {"id": "6", "value": "Environment "}]}
{"id": "EN.PRD.ELEC", "name": "Electricity production (million kwh)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.PRD.ELEC.POP.ZS", "name": "Electricity production (kwh per capita)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ROD.ACCT", "name": "Traffic accidents", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.ROD.TRAF", "name": "Road traffic (vehicles per km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.RUR.DNST", "name": "Rural population density (rural population per sq. km of arable land)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Rural population density is the rural population divided by the arable land area. Rural population is calculated as the difference between the total population and the urban population. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.", "sourceOrganization": "Food and Agriculture Organization and World Bank population estimates.", "topics": []}
{"id": "EN.RUR.DNST.TOTL", "name": "Population density, rural (people per sq km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.TDF.COMP", "name": "Traditional fuel use (kt of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.TDF.COMP.ZS", "name": "Traditional fuel use (% of total energy use)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.TRN.ACCT.VEH.ZS", "name": "Traffic accidents (injured or killed per 1,000 vehicles)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.TRN.NVEH.1K", "name": "Vehicles (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.TRN.NVEH.KM", "name": "Vehicles (per km of road)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EN.URB.LCTY", "name": "Population in largest city", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Population in largest city is the urban population living in the country's largest metropolitan area.", "sourceOrganization": "United Nations, World Urbanization Prospects.", "topics": [{"id": "16", "value": "Urban Development "}]}
{"id": "EN.URB.LCTY.UR.ZS", "name": "Population in the largest city (% of urban population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Population in largest city is the percentage of a country's urban population living in that country's largest metropolitan area.", "sourceOrganization": "United Nations, World Urbanization Prospects.", "topics": [{"id": "16", "value": "Urban Development "}]}
{"id": "EN.URB.MCTY", "name": "Population in urban agglomerations of more than 1 million", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Population in urban agglomerations of more than one million is the country's population living in metropolitan areas that in 2018 had a population of more than one million people.", "sourceOrganization": "United Nations, World Urbanization Prospects.", "topics": [{"id": "16", "value": "Urban Development "}]}
{"id": "EN.URB.MCTY.TL.ZS", "name": "Population in urban agglomerations of more than 1 million (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Population in urban agglomerations of more than one million is the percentage of a country's population living in metropolitan areas that in 2018 had a population of more than one million people.", "sourceOrganization": "United Nations, World Urbanization Prospects.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "16", "value": "Urban Development "}]}
{"id": "ENF.CONT.COEN.ATDR", "name": "Enforcing contracts: Alternative dispute resolution (0-3) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The alternative dispute resolution evaluates two aspects: (i) whether domestic commercial arbitration is regulated by law, all disputes can be submitted to arbitration and valid arbitration clauses are usually enforced by courts; and (ii) whether voluntary mediation and/or conciliation are a recognized way of resolving commercial disputes, they are regulated by law and there are financial incentives for parties to attempt mediation of conciliation. The index is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.ATFE.PR", "name": "Enforcing contracts: Attorney fees (% of claim)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The attorney fees are the fees that plaintiff must advance to a local attorney in the standardized case, regardless of final reimbursement.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.COST.ZS", "name": "Enforcing contracts: Cost (% of claim)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost to enforce contracts is recorded as a percentage of the claim value, assumed to be equivalent to 200% of income per capita or $5,000, whichever is greater. Three types of costs are recorded: average attorney fees, court costs and enforcement costs. Bribes are not taken into account.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.COST.ZS.DFRN", "name": "Enforcing contracts: Cost (% of claim) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for cost to enforce contracts benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.CSMG", "name": "Enforcing contracts: Case management (0-6) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The case management evaluates six aspects of the court case management system: (i) whether there are regulations setting time standards for key court events; (ii) whether there are regulations on adjournments and continuances; (iii) whether performance measurement reports are publicly available; (iv) whether a pretrial conference is available; (v) whether an electronic case management system for judges is available; and (vi) whether an electronic case management system for lawyers is available. The index is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.CTAU", "name": "Enforcing contracts: Court automation (0-4) (DB17-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The court automation evaluates four aspects: (i) whether the initial complaint can be filed electronically; (ii) whether the initial complaint can be served electronically; (iii) whether court fees can be paid electronically; and (iv) whether judgments rendered in commercial matters are made available to the public. The index is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.CTFE.PR", "name": "Enforcing contracts: Court fees (% of claim)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The court fees include all costs that plaintiff must advance to the court, regardless of the final cost borne by plaintiff. Court costs include the fees that the parties must pay to obtain an expert opinion, regardless of whether they are paid to the court or to the expert directly.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.CTSP.DB1719", "name": "Enforcing contracts: Court structure and proceedings (0-5) (DB17-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The court structure and proceedings evaluates five aspects of the court system: (i) whether a specialized commercial court, division or section is available; (ii) whether a small claims court and/or simplified procedure for small claims is available; (iii) whether pretrial attachment of defendant's movable assets is available; (iv) whether new cases are assigned randomly and through an automated system to judges; and (v) whether a woman\u2019s testimony in court carries the same evidentiary weight as that of a man's. The index is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.DB0415.DFRN", "name": "Enforcing contracts (DB04-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for enforcing contracts is the simple average of the scores for each of the component indicators: the procedures, time and cost for resolving a commercial dispute through a local first-instance court. The score is computed based on the methodology in the DB04-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.DB1719.DFRN", "name": "Enforcing contracts (DB17-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for enforcing contracts is the simple average of the scores for each of the component indicators: the time and cost for resolving a commercial dispute through a local first-instance court, as well as the quality of judicial processes that promotes quality and efficiency in the court system. The score is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.ENFE.PR", "name": "Enforcing contracts: Enforcement fees (% of claim)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The enforcement fees are all costs that plaintiff must advance to enforce the judgment through a public sale of defendant\u2019s movable assets, regardless of the final cost borne by plaintiff.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.ENJU.DY", "name": "Enforcing contracts: Enforcement of judgment (days)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time for enforcement of judgment captures the time from the moment the time to appeal has elapsed until the money is recovered by the winning party.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.FLSR.DY", "name": "Enforcing contracts: Filing and service (days)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time for filing and service captures the time from the moment plaintiff decides to sue until defendant is served.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.PROC.NO", "name": "Enforcing contracts: Procedures (number)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The procedures to enforce contracts records the list of procedural steps compiled for each economy that traces the chronology of a commercial dispute before the relevant court. A procedure is defined as any interaction, required by law or commonly carried out in practice, between the parties or between them and the judge or court officer. The component indicator is computed based on the methodology in the DB04-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.PROC.NO.DFRN", "name": "Enforcing contracts: Procedures (number) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for procedures to enforce contracts benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB04-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.QUJP.DB16.DFRN", "name": "Enforcing contracts: Quality of the judicial processes index (0-19) (DB17-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for quality of judicial processes index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.QUJP.XD", "name": "Enforcing contracts: Quality of the judicial processes index (0-18) (DB17-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The quality of judicial processes index is the sum of the court structure and proceedings, case management, court automation and alternative dispute resolution. The index is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.RK.DB19", "name": "Rank: Enforcing contracts (1=most business-friendly regulations)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ranking of economies on the ease of enforcing contracts is determined by sorting their scores for enforcing contracts.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.COEN.TRJU.DY", "name": "Enforcing contracts: Trial and judgment (days)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time for trial and judgment captures the time from the moment defendant is served until the time to appeal has elapsed.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.DURS.DY", "name": "Enforcing contracts: Time (days)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time to enforce contracts is recorded in calendar days, counted from the moment plaintiff decides to file the lawsuit in court until payment. The average duration of the following three different stages of dispute resolution is recorded: (i) filing and service, (ii) trial and judgment, and (iii) enforcement.", "sourceOrganization": "", "topics": []}
{"id": "ENF.CONT.DURS.DY.DFRN", "name": "Enforcing contracts: Time (days) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for time to enforce contracts benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "EP.CPI.1996", "name": "Consumer Price Index in 42 cities base 1996", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "An indicator of price movements of goods and services consumed by households in urban areas based on retail transactions.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "EP.CPI.2002", "name": "Consumer Price Index in 45 cities base 2002", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "An indicator of price movements of goods and services consumed by households in urban areas based on retail transactions.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "EP.CPI.2007", "name": "Consumer Price Index in 66 cities base 2007", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "An indicator of price movements of goods and services consumed by households in urban areas based on retail transactions.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "EP.CPI.2012", "name": "Consumer Price Index in 82 cities base 2012", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EP.CPI.2018", "name": "Consumer Price Index in 90 cities base 2018", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EP.PMP.DESL.CD", "name": "Pump price for diesel fuel (US$ per liter)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Fuel prices refer to the pump prices of the most widely sold grade of diesel fuel. Prices have been converted from the local currency to U.S. dollars.", "sourceOrganization": "German Agency for International Cooperation (GIZ).", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "16", "value": "Urban Development "}]}
{"id": "EP.PMP.SGAS.CD", "name": "Pump price for gasoline (US$ per liter)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Fuel prices refer to the pump prices of the most widely sold grade of gasoline. Prices have been converted from the local currency to U.S. dollars.", "sourceOrganization": "German Agency for International Cooperation (GIZ).", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "16", "value": "Urban Development "}]}
{"id": "EP.PPR.BRED.XD", "name": "Bread and cereals price in PPP terms (U.S. price = 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EP.PPR.MAIZ.CD", "name": "Agricultural producer price, maize ($ per metric ton)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EP.PPR.MEAT.XD", "name": "Meat price in PPP terms (U.S. price = 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EP.PPR.WHEA.CD", "name": "Agricultural producer price, wheat ($ per metric ton)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "ER.BDV.TOTL.XQ", "name": "GEF benefits index for biodiversity (0 = no biodiversity potential to 100 = maximum)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "GEF benefits index for biodiversity is a composite index of relative biodiversity potential for each country based on the species represented in each country, their threat status, and the diversity of habitat types in each country. The index has been normalized so that values run from 0 (no biodiversity potential) to 100 (maximum biodiversity potential).", "sourceOrganization": "Kiran Dev Pandey, Piet Buys, Ken Chomitz, and David Wheeler's, \"Biodiversity Conservation Indicators: New Tools for Priority Setting at the Global Environment Facility\" (2006).", "topics": []}
{"id": "ER.FSH.AQUA.MT", "name": "Aquaculture production (metric tons)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Aquaculture is understood to mean the farming of aquatic organisms including fish, molluscs, crustaceans and aquatic plants. Aquaculture production specifically refers to output from aquaculture activities, which are designated for final harvest for consumption.", "sourceOrganization": "Food and Agriculture Organization.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "ER.FSH.CAPT.MT", "name": "Capture fisheries production (metric tons)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Capture fisheries production measures the volume of fish catches landed by a country for all commercial, industrial, recreational and subsistence purposes.", "sourceOrganization": "Food and Agriculture Organization.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "ER.FSH.PROD.MT", "name": "Total fisheries production (metric tons)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total fisheries production measures the volume of aquatic species caught by a country for all commercial, industrial, recreational and subsistence purposes. The harvest from mariculture, aquaculture and other kinds of fish farming is also included.", "sourceOrganization": "Food and Agriculture Organization.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "ER.FST.DFST.ZG", "name": "Annual deforestation (% of change)", "unit": "", "source": {"id": "18", "value": "IDA Results Measurement System"}, "sourceNote": "Average annual deforestation refers to the permanent conversion of natural forest area to other uses, including shifting cultivation, permanent agriculture, ranching, settlements, and infrastructure development. Deforested areas do not include areas logged but intended for regeneration or areas degraded by fuelwood gathering, acid precipitation, or forest fires. Negative numbers indicate an increase in forest area.", "sourceOrganization": "Food and Agriculture Organization, Global Forest Resources Assessment.", "topics": []}
{"id": "ER.GDP.FWTL.M3.KD", "name": "Water productivity, total (constant 2015 US$ GDP per cubic meter of total freshwater withdrawal)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Water productivity is calculated as GDP in constant prices divided by annual total water withdrawal.", "sourceOrganization": "Food and Agriculture Organization, AQUASTAT data, and World Bank and OECD GDP estimates.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "ER.H2O.FWAG.ZS", "name": "Annual freshwater withdrawals, agriculture (% of total freshwater withdrawal)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for agriculture are total withdrawals for irrigation and livestock production. Data are for the most recent year available for 1987-2002.", "sourceOrganization": "Food and Agriculture Organization, AQUASTAT data.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "9", "value": "Infrastructure "}, {"id": "6", "value": "Environment "}]}
{"id": "ER.H2O.FWDM.ZS", "name": "Annual freshwater withdrawals, domestic (% of total freshwater withdrawal)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for domestic uses include drinking water, municipal use or supply, and use for public services, commercial establishments, and homes. Data are for the most recent year available for 1987-2002.", "sourceOrganization": "Food and Agriculture Organization, AQUASTAT data.", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "6", "value": "Environment "}]}
{"id": "ER.H2O.FWIN.ZS", "name": "Annual freshwater withdrawals, industry (% of total freshwater withdrawal)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for industry are total withdrawals for direct industrial use (including withdrawals for cooling thermoelectric plants). Data are for the most recent year available for 1987-2002.", "sourceOrganization": "Food and Agriculture Organization, AQUASTAT data.", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "6", "value": "Environment "}]}
{"id": "ER.H2O.FWST.ZS", "name": "Level of water stress: freshwater withdrawal as a proportion of available freshwater resources", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The level of water stress: freshwater withdrawal as a proportion of available freshwater resources is the ratio between total freshwater withdrawn by all major sectors and total renewable freshwater resources, after taking into account environmental water requirements. Main sectors, as defined by ISIC standards, include agriculture; forestry and fishing; manufacturing; electricity industry; and services. This indicator is also known as water withdrawal intensity.", "sourceOrganization": "Food and Agriculture Organization, AQUASTAT data.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "ER.H2O.FWTL.K3", "name": "Annual freshwater withdrawals, total (billion cubic meters)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for agriculture and industry are total withdrawals for irrigation and livestock production and for direct industrial use (including withdrawals for cooling thermoelectric plants). Withdrawals for domestic uses include drinking water, municipal use or supply, and use for public services, commercial establishments, and homes. Data are for the most recent year available for 1987-2002.", "sourceOrganization": "Food and Agriculture Organization, AQUASTAT data.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}, {"id": "6", "value": "Environment "}]}
{"id": "ER.H2O.FWTL.ZS", "name": "Annual freshwater withdrawals, total (% of internal resources)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for agriculture and industry are total withdrawals for irrigation and livestock production and for direct industrial use (including withdrawals for cooling thermoelectric plants). Withdrawals for domestic uses include drinking water, municipal use or supply, and use for public services, commercial establishments, and homes. Data are for the most recent year available for 1987-2002.", "sourceOrganization": "Food and Agriculture Organization, AQUASTAT data.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}, {"id": "6", "value": "Environment "}]}
{"id": "ER.H2O.INTR.K3", "name": "Renewable internal freshwater resources, total (billion cubic meters)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Renewable internal freshwater resources flows refer to internal renewable resources (internal river flows and groundwater from rainfall) in the country.", "sourceOrganization": "Food and Agriculture Organization, AQUASTAT data.", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "6", "value": "Environment "}]}
{"id": "ER.H2O.INTR.PC", "name": "Renewable internal freshwater resources per capita (cubic meters)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Renewable internal freshwater resources flows refer to internal renewable resources (internal river flows and groundwater from rainfall) in the country. Renewable internal freshwater resources per capita are calculated using the World Bank's population estimates.", "sourceOrganization": "Food and Agriculture Organization, AQUASTAT data.", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "6", "value": "Environment "}]}
{"id": "ER.LND.PTLD.K2", "name": "Terrestrial protected areas  (sq. km)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Nationally protected areas are totally or partially protected areas of at least 1,000 hectares that are designated as scientific reserves with limited public access, national parks, natural monuments, nature reserves or wildlife sanctuaries, protected landscapes, and areas managed mainly for sustainable use. Marine areas, unclassified areas, and litoral (intertidal) areas are not included. The data also do not include sites protected under local or provincial law.", "sourceOrganization": "United Nations Environmental Program and the World Conservation Monitoring Centre, as compiled by the World Resources Institute, based on data from national authorities, national legislation and international agreements.", "topics": []}
{"id": "ER.LND.PTLD.TR.NO", "name": "Terrestrial protected areas (number)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "ER.LND.PTLD.TR.ZS", "name": "Terrestrial protected areas (% of total surface area)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "ER.LND.PTLD.ZS", "name": "Terrestrial protected areas (% of total land area)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Terrestrial protected areas are totally or partially protected areas of at least 1,000 hectares that are designated by national authorities as scientific reserves with limited public access, national parks, natural monuments, nature reserves or wildlife sanctuaries, protected landscapes, and areas managed mainly for sustainable use. Marine areas, unclassified areas, littoral (intertidal) areas, and sites protected under local or provincial law are excluded.", "sourceOrganization": "World Database on Protected Areas (WDPA) where the compilation and management is carried out by United Nations Environment World Conservation Monitoring Centre (UNEP-WCMC) in collaboration with governments, non-governmental organizations, academia and industry. The data is available online through the Protected Planet website (https://www.protectedplanet.net/).", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "ER.MRN.PTMR.K2", "name": "Marine protected areas (sq. km)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Marine protected areas are areas of intertidal or subtidal terrain--and overlying water and associated flora and fauna and historical and cultural features--that have been reserved by law or other effective means to protect part or all of the enclosed environment.", "sourceOrganization": "United Nations Environmental Program and the World Conservation Monitoring Centre, as compiled by the World Resources Institute, based on data from national authorities, national legislation and international agreements.", "topics": []}
{"id": "ER.MRN.PTMR.NO", "name": "Marine protected areas (number)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "ER.MRN.PTMR.ZS", "name": "Marine protected areas (% of territorial waters)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Marine protected areas are areas of intertidal or subtidal terrain--and overlying water and associated flora and fauna and historical and cultural features--that have been reserved by law or other effective means to protect part or all of the enclosed environment.", "sourceOrganization": "World Database on Protected Areas (WDPA) where the compilation and management is carried out by United Nations Environment World Conservation Monitoring Centre (UNEP-WCMC) in collaboration with governments, non-governmental organizations, academia and industry. The data is available online through the Protected Planet website (https://www.protectedplanet.net/).", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "ER.PTD.TOTL.ZS", "name": "Terrestrial and marine protected areas (% of total territorial area)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Terrestrial protected areas are totally or partially protected areas of at least 1,000 hectares that are designated by national authorities as scientific reserves with limited public access, national parks, natural monuments, nature reserves or wildlife sanctuaries, protected landscapes, and areas managed mainly for sustainable use. Marine protected areas are areas of intertidal or subtidal terrain--and overlying water and associated flora and fauna and historical and cultural features--that have been reserved by law or other effective means to protect part or all of the enclosed environment. Sites protected under local or provincial law are excluded.", "sourceOrganization": "World Database on Protected Areas (WDPA) where the compilation and management is carried out by United Nations Environment World Conservation Monitoring Centre (UNEP-WCMC) in collaboration with governments, non-governmental organizations, academia and industry. The data is available online through the Protected Planet website (https://www.protectedplanet.net/).", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "6", "value": "Environment "}]}
{"id": "EU.EGY.IMPT.CO.ZS", "name": "Energy imports, net (% of commercial energy use)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EU.EGY.USES.GDP", "name": "GDP per unit of energy use (1987 US$ per kg of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EU.EGY.USES.KG.OE.PC", "name": "Commercial energy use (kg of oil equivalent per capita)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "EU.EGY.USES.KT.OE", "name": "Commercial energy use (kt of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FA.LBL.RCUR.CN", "name": "Currency Outside Banks  (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.AST.FRNO.ZS", "name": "Banking assets held by foreign-owned banks (% of total banking assets)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.AST.LOAN.CB.P3", "name": "Loan accounts, commercial banks (per 1,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Loan accounts at commercial banks include loans from banks to individuals, businesses, and others, including home mortgages, consumer loans, business loans, trade loans, student loans, emergency loans, agricultural loans, and the like. Commercial banks are banks with a full banking license. In some countries, the term \"universal banks\" or other terms may be used. Majority government- and state-owned banks are included in this category to the extent that they perform a broad set of retail banking functions and are regulated and supervised in the same manner as privately owned banks.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FB.AST.LOAN.CO.P3", "name": "Loan accounts, cooperatives (per 1,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Cooperatives, credit unions, and mutuals are financial institutions that are owned and controlled by their members (customers), regardless of whether they do business exclusively with their members or with members and nonmembers.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": []}
{"id": "FB.AST.LOAN.MF.P3", "name": "Loan accounts, microfinance institutions (per 1,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Microfinance institutions are institutions whose primary business model is to lend to (and possibly take deposits from) the poor, often using specialized methodologies such as group lending. The data collected using this institutional classification necessarily understate the scale of microfinance because many banks, cooperatives, and specialized state-owned institutions provide microfinance services as part of their activities.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FB.AST.LOAN.SF.P3", "name": "Loan accounts, specialized state financial institutions (per 1,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Specialized state-owned financial institutions are extensions of the government whose main purpose is to lend support to economic development and/or to provide savings, payment, and deposit services to the public. They include postal banks, government savings banks, SME lending facilities, agriculture banks, and development banks.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": []}
{"id": "FB.AST.NPER.ZS", "name": "Bank nonperforming loans to total gross loans (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Bank nonperforming loans to total gross loans are the value of nonperforming loans divided by the total value of the loan portfolio (including nonperforming loans before the deduction of specific loan-loss provisions). The loan amount recorded as nonperforming should be the gross value of the loan as recorded on the balance sheet, not just the amount that is overdue.", "sourceOrganization": "International Monetary Fund, Financial Soundness Indicators.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FB.AST.PUBO.ZS", "name": "Banking assets held by government-owned banks (% of total banking assets)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.ATM.TOTL.P5", "name": "Automated teller machines (ATMs) (per 100,000 adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Automated teller machines are computerized telecommunications devices that provide clients of a financial institution with access to financial transactions in a public place.", "sourceOrganization": "International Monetary Fund, Financial Access Survey.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FB.BNK.BRCH.CB.P5", "name": "Branches, commercial banks (per 100,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Commercial bank branches are retail locations offering a wide array of face-to-face and automated financial services. Commercial banks are banks with a full banking license. In some countries, the term \"universal banks\" or other terms may be used. Majority government- and state-owned banks are included in this category to the extent that they perform a broad set of retail banking functions and are regulated and supervised in the same manner as privately owned banks.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": []}
{"id": "FB.BNK.BRCH.CO.P5", "name": "Branches, cooperatives (per 100,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Cooperatives, credit unions, and mutuals are financial institutions that are owned and controlled by their members (customers), regardless of whether they do business exclusively with their members or with members and nonmembers.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": []}
{"id": "FB.BNK.BRCH.MF.P5", "name": "Branches, microfinance institutions (per 100,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Microfinance institutions are institutions whose primary business model is to lend to (and possibly take deposits from) the poor, often using specialized methodologies such as group lending. The data collected using this institutional classification necessarily understate the scale of microfinance because many banks, cooperatives, and specialized state-owned institutions provide microfinance services as part of their activities.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": []}
{"id": "FB.BNK.BRCH.P5", "name": "Bank branches (per 100,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.BNK.BRCH.SF.P5", "name": "Branches, specialized state financial institutions (per 100,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Specialized state-owned financial institutions are extensions of the government whose main purpose is to lend support to economic development and/or to provide savings, payment, and deposit services to the public. They include postal banks, government savings banks, SME lending facilities, agriculture banks, and development banks.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": []}
{"id": "FB.BNK.CAPA.ZS", "name": "Bank capital to assets ratio (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Bank capital to assets is the ratio of bank capital and reserves to total assets. Capital and reserves include funds contributed by owners, retained earnings, general and special reserves, provisions, and valuation adjustments. Capital includes tier 1 capital (paid-up shares and common stock), which is a common feature in all countries' banking systems, and total regulatory capital, which includes several specified types of subordinated debt instruments that need not be repaid if the funds are required to maintain minimum capital levels (these comprise tier 2 and tier 3 capital). Total assets include all nonfinancial and financial assets.", "sourceOrganization": "International Monetary Fund, Financial Soundness Indicators.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FB.CAP.INST.ST.DM", "name": "656_Does a dedicated, national, multi-stakeholder structure exist to promote and coordinate provision of financial education?_#VHQB_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.INST.ST.MS.AL", "name": "660_Does government, industry, and NGOs participate in the multi-stakeholder structure to promote and coordinate financial education?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.INST.ST.MS.GI", "name": "659_Does government and industry only participate in the multi-stakeholder structure to promote and coordinate financial education?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.INST.ST.MS.GP", "name": "657_Does government participate in the multi-stakeholder structure to promote and coordinate financial education?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.INST.ST.MS.IO", "name": "658_Does industry only participate in the multi-stakeholder structure to promote and coordinate financial education?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.INST.ST.MS.WB", "name": "661_Does government, industry, or NGOs participate in the multi-stakeholder structure to promote and coordinate financial education?_#VHQC_00", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.INST.ST.MU", "name": "655_Are there multiple agencies responsible for financial education policy and programs?_#VHQA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.INST.ST.SG", "name": "654_Is there a single agency responsible for financial education policy and programs?_#VHQA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.LEGL.DF.FE", "name": "653_Does this country have a formal definition for financial education or financial literacy or financial capability? _#VHPA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.FE.CTR.WS", "name": "685_Does the government itself or with partners maintain a website with educational content, tools, and resources for broader financial education?_#VHXA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.G2P.FE", "name": "674_Is financial education integrated into any government-provided social assistance programs? _#VHVA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.GL.AP", "name": "669_Has the government issued written guidelines directed to all providers of financial education on content and/or methodology?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "FB.CAP.POLI.GL.SP", "name": "668_Has the government issued written guidelines directed to a limited set of providers of financial education on content and/or methodology?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.GL.WP", "name": "670_Has the government issued written guidelines directed to all, some, or none of the providers of financial education on content and/or methodology?_#VHUA_00", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.NM.5Y", "name": "662_Has the government, either by itself or with partners, undertaken a national mapping of financial education activities in the past five years? _#VHRA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.NS.BF.5Y", "name": "667_Has a nationally representative broader survey with a component on financial capability of individuals or households been conducted in the past five years?_#VHTA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.NS.FC.5Y", "name": "666_Has a nationally representative dedicated survey of financial capability of individuals or households been conducted in the past five years?_#VHTA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.PSC.CD.2Y", "name": "678_Is financial education at the stage of curriculum development planned within the next 1-2 years within public school curriculums?_#VHWA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.PSC.DT.FE", "name": "675_Is financial education included in public school curriculums as a distinct topic or subject?_#VHWA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.PSC.IP.2Y", "name": "677_Is financial education at the stage of implementation planned within the next 1-2 years within public school curriculums?_#VHWA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.PSC.JS.FE", "name": "681_Is financial education currently or soon to be included as a topic in public school curriculums at junior secondary level?_#VHWB_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.PSC.NI", "name": "679_Is financial education at the stage of not being included in public school curriculums?_#VHWA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.PSC.PR.FE", "name": "680_Is financial education currently or soon to be included as a topic in public school curriculums at primary level?_#VHWB_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.PSC.SS.FE", "name": "682_Is financial education currently or soon to be included as a topic in public school curriculums at senior secondary level?_#VHWB_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.PSC.ST.FE", "name": "676_Is financial education included in public school curriculums as a subtopic integrated into one or multiple other topics or subjects?_#VHWA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.PSC.UN.FE", "name": "683_Is financial education currently or soon to be included as a topic in public school curriculums at university level?_#VHWB_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.PTC.INF.WS", "name": "684_Does the government itself or with partners maintain a website to disclose pricing and terms and conditions information?_#VHXA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.RE.AP", "name": "672_Does the government explicitly require all financial service providers to offer financial education?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.RE.SP", "name": "671_Does the government explicitly require a limited set of financial service providers to offer financial education?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.RE.WP", "name": "673_Does the government explicitly require all, some, or none of the financial service providers to offer financial education?_#VHUB_00", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.RG.DC.AP", "name": "664_Does the government regularly collect data from all known providers of financial education on the reach of their programs?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.RG.DC.SP", "name": "663_Does the government regularly collect data from a limited set of providers of financial education on the reach of their programs?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CAP.POLI.RG.DC.WP", "name": "665_Does the government regularly collect data from all, some, or none of the known providers of financial education on the reach of their programs?_#VHSA_00", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.CBK.BRCH.P5", "name": "Commercial bank branches (per 100,000 adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Commercial bank branches are retail locations of resident commercial banks and other resident banks that function as commercial banks that provide financial services to customers and are physically separated from the main office but not organized as legally separated subsidiaries.", "sourceOrganization": "International Monetary Fund, Financial Access Survey.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FB.CBK.BRWR.P3", "name": "Borrowers from commercial banks (per 1,000 adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Borrowers from commercial banks are the reported number of resident customers that are nonfinancial corporations (public and private) and households who obtained loans from commercial banks and other banks functioning as commercial banks. For many countries data cover the total number of loan accounts due to lack of information on loan account holders.", "sourceOrganization": "International Monetary Fund, Financial Access Survey.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FB.CBK.DPTR.P3", "name": "Depositors with commercial banks (per 1,000 adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Depositors with commercial banks are the reported number of deposit account holders at commercial banks and other resident banks functioning as commercial banks that are resident nonfinancial corporations (public and private) and households. For many countries data cover the total number of deposit accounts due to lack of information on account holders. The major types of deposits are checking accounts, savings accounts, and time deposits.", "sourceOrganization": "International Monetary Fund, Financial Access Survey.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FB.DPT.INSU.PC.ZS", "name": "Deposit insurance coverage (% of GDP per capita)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.AL.CO.NP", "name": "593_Do laws and regulations allow consumers a cooling-off period during which they can withdraw from a product or service without a penalty?_#VHHA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.EB.AR", "name": "583_Do laws and regulations require assessment of borrower's ability to repay, without specific borrowing limits?_#VHFA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.EB.EL", "name": "582_Do laws and regulations set explicit limits on excessive borrowing?_#VHFA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.EB.NP", "name": "585_Do laws and regulations contain no provisions to restrict excessive borrowing?_#VHFA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.EB.OR", "name": "584_Do laws and regulations set other restrictions on excessive borrowing?_#VHFA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.ML.PC.AG", "name": "600_Are financial institutions required to have a minimum level of professional competence/training for agents and intermediaries?_#VHIB_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.ML.PC.AP", "name": "595_Are financial institutions required to have a minimum level of professional competence/training for all relevant personnel dealing with consumers?_#VHIA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.ML.PC.CO", "name": "599_Are financial institutions required to have a minimum level of professional competence/training for complaints officers?_#VHIB_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.ML.PC.CR", "name": "596_Are financial institutions required to have a minimum level of professional competence/training for credit officers?_#VHIB_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.ML.PC.CS", "name": "601_Are financial institutions required to have a minimum level of professional competence/training for customer service representatives?_#VHIB_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.ML.PC.MS", "name": "598_Are financial institutions required to have a minimum level of professional competence/training for marketing staff?_#VHIB_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.ML.PC.RO", "name": "597_Are financial institutions required to have a minimum level of professional competence/training for recovery officers?_#VHIB_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.MS.DC", "name": "602_Do laws or regulations require minimum standards for debt collection practices?_#VHJA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.PR.BU.ND", "name": "590_Do laws and regulations prohibit or restrict bundling and tying services and products in a manner that unduly restricts the choice of consumers?_#VHGA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.PR.DI.SC", "name": "589_Do laws and regulations prohibit or restrict discriminating consumers based on gender, ethnicity, faith, political affiliation, or appearance?  _#VHGA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.PR.EF.AC", "name": "591_Do laws and regulations limit fees and charges for account closure that impede customer mobility between financial institutions?_#VHHA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.PR.EF.RP", "name": "594_Do laws and regulations limit early repayment penalties that impede customer mobility between financial institutions?_#VHHA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.PR.EP.AC", "name": "592_Do laws and regulations prohibit extra burdening procedures for account closure that limit customer mobility between financial institutions?_#VHHA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.PR.TC.RC", "name": "588_Do laws and regulations prohibit or restrict the use in consumer agreements of any term or condition that excludes or restricts the right of the consumer?  _#VHGA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.PR.TC.RL", "name": "587_Do laws and regulations prohibit or restrict the use in consumer agreements of any term or condition that excludes or restricts the liability of the financial service provider?  _#VHGA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.BREG.PR.TC.UF", "name": "586_Do laws and regulations prohibit or restrict the use in consumer agreements of any term or condition that is unfair, excessively unbalanced or abusive?  _#VHGA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.AD", "name": "629_Does the alternative dispute resolution (ADR) entity analyze the complaints data to identify trends?_#VHMF_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.AN", "name": "619_Does the alternative dispute resolution (ADR) entity also cover non-financial services? _#VHMB_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.BM", "name": "612_Is there an out-of-court alternative dispute resolution (ADR) scheme that provides both binding decisions and mediation services?_#VHLA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.BO", "name": "613_Is there an out-of-court alternative dispute resolution (ADR) scheme that provides binding decisions only?_#VHLA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.CI", "name": "627_Does the alternative dispute resolution (ADR) entity require that consumers first submit their complaints to the relevant financial institution?_#VHME_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.CT", "name": "630_Does the alternative dispute resolution (ADR) entity communicate complaint trends to the regulator?_#VHMF_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.DC", "name": "628_Does the alternative dispute resolution (ADR) entity maintain a database of registered/recorded complaints?_#VHMF_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.FA", "name": "623_Is the alternative dispute resolution (ADR) entity funded from the budget of a specific government agency?_#VHMD_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.FC", "name": "626_Is the alternative dispute resolution (ADR) entity funded by a combination of government and other sources?_#VHMD_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.FG", "name": "622_Is the alternative dispute resolution (ADR) entity funded from a budget allocated by the central government?_#VHMD_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.FI", "name": "624_Is the alternative dispute resolution (ADR) entity funded by a financial industry association?_#VHMD_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.FM", "name": "625_Is the alternative dispute resolution (ADR) entity funded by direct contributions of its members?_#VHMD_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.FO", "name": "618_Does the alternative dispute resolution (ADR) entity focus only on financial services?_#VHMB_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.AG", "name": "639_Are agents among the top-three issues complained about to the alternative dispute resolution (ADR) entity?_#VHNA_06", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.AT", "name": "638_Are ATM transactions among the top-three issues complained about to the alternative dispute resolution (ADR) entity?_#VHNA_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.BL", "name": "637_Is bundling or tying of products among the top-three issues complained about to the alternative dispute resolution (ADR) entity?_#VHNA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.CA", "name": "649_Are current accounts among the top-three products complained about to the alternative dispute resolution (ADR) entity?_#VHOA_06", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.CC", "name": "643_Are credit cards among the top-three products complained about to the alternative dispute resolution (ADR) entity?_#VHOA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.CL", "name": "646_Are consumer loans among the top-three products complained about to the alternative dispute resolution (ADR) entity?_#VHOA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.DA", "name": "648_Are deposit accounts among the top-three products complained about to the alternative dispute resolution (ADR) entity?_#VHOA_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.DC", "name": "644_Are debit cards among the top-three products complained about to the alternative dispute resolution (ADR) entity?_#VHOA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.EC", "name": "634_Are excessive interest or fees among the top-three issues complained about to the alternative dispute resolution (ADR) entity?_#VHNA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.EM", "name": "652_Are e-money products among the top-three products complained about to the alternative dispute resolution (ADR) entity?_#VHOA_09", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.FD", "name": "635_Is fraud among the top-three issues complained about to the alternative dispute resolution (ADR) entity?_#VHNA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.HL", "name": "645_Are mortgage or housing loans among the top-three products complained about to the alternative dispute resolution (ADR) entity?_#VHOA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.LI", "name": "650_Is life insurance among the top-three products complained about to the alternative dispute resolution (ADR) entity?_#VHOA_07", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.ML", "name": "647_Are micro loans among the top-three products complained about to the alternative dispute resolution (ADR) entity?_#VHOA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.NI", "name": "651_Is non-life insurance among the top-three products complained about to the alternative dispute resolution (ADR) entity?_#VHOA_08", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.OT", "name": "642_Are other issues among the top-three issues complained about to the alternative dispute resolution (ADR) entity?_#VHNA_09", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.PC", "name": "641_Is product switching or closure among the top-three issues complained about to the alternative dispute resolution (ADR) entity?_#VHNA_08", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.UC", "name": "633_Are unclear interest or fees among the top three issues complained about to the alternative dispute resolution (ADR) entity?_#VHNA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.UI", "name": "640_Are unpaid insurance claims among the top-three issues complained about to the alternative dispute resolution (ADR) entity?_#VHNA_07", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IC.UT", "name": "636_Are mistaken or unauthorized transactions among the top-three issues complained about to the alternative dispute resolution (ADR) entity?_#VHNA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.IR", "name": "621_Is the alternative dispute resolution (ADR) entity independent from the financial sector regulator?_#VHMC_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.MI", "name": "617_Is the alternative dispute resolution (ADR) entity a mandatory, industry-based entity?_#VHMA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.MO", "name": "614_Is there an out-of-court alternative dispute resolution (ADR) scheme that provides mediation services only?_#VHLA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.PS", "name": "631_Does the alternative dispute resolution (ADR) entity regularly publish complaint statistics?_#VHMF_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.RS", "name": "632_Does the alternative dispute resolution (ADR) entity report complaint statistics to the regulator?_#VHMF_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.RT", "name": "611_Is there an out-of-court alternative dispute resolution (ADR) entity that provides consumers of financial services affordable and efficient recourse with a third party?_#VHLA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.SE", "name": "615_Is the alternative dispute resolution (ADR) entity a statutory entity?_#VHMA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.VI", "name": "616_Is the alternative dispute resolution (ADR) entity a voluntary, industry-based entity?_#VHMA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.AS.WR", "name": "620_Is the alternative dispute resolution (ADR) entity established within the financial sector regulator?_#VHMC_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.CH.AC", "name": "607_Do laws or regulations set standards for accessibility in resolving customer complaints? _#VHKB_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.CH.DU", "name": "605_Do laws or regulations require financial institutions to have a designated office or unit for resolving customer complaints? _#VHKB_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.CH.EM", "name": "610_Do laws or regulations set standards for providing consumers the details of a relevant external dispute resolution mechanism (if any)? _#VHKB_06", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.CH.IP", "name": "604_Do laws or regulations require implementing procedures and processes to resolve customer complaints? _#VHKB_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.CH.RG", "name": "609_Do laws or regulations set standards for reporting complaints data to a government agency? _#VHKB_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.CH.RK", "name": "608_Do laws or regulations set standards for record-keeping of customer complaints? _#VHKB_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.CH.ST", "name": "603_Do laws or regulations set standards for complaints resolution and handling by financial institutions? _#VHKA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.DISR.CH.TR", "name": "606_Do laws or regulations set standards for timeliness of response to customer complaints by financial institutions? _#VHKB_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.DR.AF", "name": "407_Do disclosure requirements for commercial banks include any form requirements?_#VGYA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.DR.LL", "name": "406_Do disclosure requirements for commercial banks include a local language requirement?_#VGYA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.DR.PL", "name": "405_Do disclosure requirements for commercial banks include a plain language requirement?_#VGYA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.DR.RR", "name": "408_Do disclosure requirements for commercial banks include information on recourse rights and processes?_#VGYA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "FB.FCP.INST.CB.DS.AS", "name": "338_Are commercial banks required to provide customers with specific types of product information at the advertisement stage?_#VGWA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.DS.CS", "name": "341_Are commercial banks required to provide customers with specific types of product information at the contractual stage?_#VGWA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.DS.PS", "name": "340_Are commercial banks required to provide customers with specific types of product information at the precontractual stage?_#VGWA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.DS.SS", "name": "339_Are commercial banks required to provide customers with specific types of product information at the shopping stage?_#VGWA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.DS.UR", "name": "342_Are commercial banks required to provide customers with specific types of product information upon request?_#VGWA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.PD.CF", "name": "432_Are commercial banks required to disclose account closure fees at the shopping and/or pre-contractual stage?_#VGZA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.PD.CM", "name": "461_Are commercial banks required to disclose computation method at the shopping and/or pre-contractual stage?_#VHAA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.PD.DI", "name": "433_Are commercial banks required to disclose deposit insurance coverage availability at the shopping and/or pre-contractual stage?_#VGZA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.PD.ER", "name": "459_Are commercial banks required to disclose effective interest rate at the shopping and/or pre-contractual stage?_#VHAA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.PD.FP", "name": "460_Are commercial banks required to disclose fees and penalties at the shopping and/or pre-contractual stage?_#VHAA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.PD.MB", "name": "429_Are commercial banks required to disclose minimum balance requirements at the shopping and/or pre-contractual stage?_#VGZA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.PD.MF", "name": "431_Are commercial banks required to disclose account maintenance fee at the shopping and/or pre-contractual stage?_#VGZA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.PD.OF", "name": "430_Are commercial banks required to disclose account opening fee at the shopping and/or pre-contractual stage?_#VGZA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.PD.RI", "name": "462_Are commercial banks required to disclose required insurance at the shopping and/or pre-contractual stage?_#VHAA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.PD.SW", "name": "463_Are commercial banks required to disclose specific warnings at the shopping and/or pre-contractual stage?_#VHAA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.CB.SF.AS", "name": "398_Are commercial banks required to provide customers with specific types of product information in a standardized format at any stage?_#VGXG_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.EP.IF", "name": "334_Does the financial consumer protection (FCP) agency have enforcement powers to impose fines and penalties?_#VGVB_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.EP.IN", "name": "335_Does the financial consumer protection (FCP) agency have enforcement powers to issue public notice of violations?_#VGVB_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.EP.IS", "name": "337_Does the financial consumer protection (FCP) agency have enforcement powers to issue administrative sanctions to senior management?_#VGVB_06", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.EP.IW", "name": "331_Does the financial consumer protection (FCP) agency have enforcement powers to issue warnings to financial institutions?_#VGVB_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.EP.RF", "name": "332_Does the financial consumer protection (FCP) agency have enforcement powers to require providers to refund fees and charges?_#VGVB_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.EP.RL", "name": "336_Does the financial consumer protection (FCP) agency have enforcement powers to revoke or recommend to revoke license?_#VGVB_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.EP.WA", "name": "333_Does the financial consumer protection (FCP) agency have enforcement powers to require providers to withdraw misleading advertisements?_#VGVB_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ES.AF.10", "name": "313_Was the financial consumer protection (FCP) unit in this country established after the year 2010?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ES.BF.2K", "name": "311_Was the financial consumer protection (FCP) unit in this country established before the year 2000?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ES.BW.01", "name": "312_Was the financial consumer protection (FCP) unit in this country established between the years 2000 and 2010?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ES.WH.EN", "name": "314_When was the financial consumer protection (FCP) unit in this country established?_#VGUF_00", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.FC.SF.AS", "name": "400_Are financial cooperatives required to provide customers with specific types of product information in a standardized format at any stage?_#VGXG_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.MC.SF.AS", "name": "402_Are microcredit institutions (MCIs) required to provide customers with specific types of product information in a standardized format at any stage?_#VGXG_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.NB.SF.AS", "name": "403_Are non-bank e-money issuers (NBEIs) required to provide customers with specific types of product information in a standardized format at any stage?_#VGXG_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.NS.BW.LC", "name": "317_Does the financial consumer protection (FCP) unit in this country have the staff of between 50 and 99 people?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.NS.BW.XL", "name": "316_Does the financial consumer protection (FCP) unit in this country have the staff of between 10 and 49 people?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.NS.HW.MY", "name": "319_How many staff work in the financial consumer protection (FCP) unit in this country?_#VGUG_00", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.NS.LS.XP", "name": "315_Does the financial consumer protection (FCP) unit in this country have the staff of less than 10 people?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.NS.MT.CM", "name": "318_Does the financial consumer protection (FCP) unit in this country have the staff of 100 or more people?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.OB.SF.AS", "name": "399_Are other banks required to provide customers with specific types of product information in a standardized format at any stage?_#VGXG_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.OD.SF.AS", "name": "401_Are other deposit taking institutions (ODTIs) required to provide customers with specific types of product information in a standardized format at any stage?_#VGXG_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.CH", "name": "321_Is complaints handling one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.EI", "name": "328_Are off-site inspection of financial institutions one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_08", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.FE", "name": "330_Is financial education one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_10", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.II", "name": "327_Are on-site inspection and investigation of financial institutions one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_07", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.IR", "name": "320_Is drafting or providing inputs into regulation one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.MM", "name": "325_Is market monitoring one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.MR", "name": "326_Is market research by studying consumer behavior one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_06", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.MS", "name": "324_Is mystery/incognito shopping one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.NC", "name": "322_Is collecting data from financial institutions on the number of complaints received one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.RF", "name": "323_Is collecting data from financial institutions on the rates and fees for financial services one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SA.MA.TR", "name": "329_Are thematic reviews one of the main activities of the financial consumer protection (FCP) unit?_#VGVA_09", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.SI.SF.AS", "name": "404_Are at least some financial institutions required to provide customers with specific types of product information in a standardized format?_#VGXH_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ST.RS.DP", "name": "302_In terms of institutional structure for financial consumer protection (FCP) regulation and supervision, does this country have a dedicated financial consumer protection authority model?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ST.RS.GP", "name": "303_In terms of institutional structure for financial consumer protection (FCP) regulation and supervision, does this country have a general consumer protection authority model?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ST.RS.IA", "name": "300_In terms of institutional structure for financial consumer protection (FCP) regulation and supervision, does this country have an integrated single financial sector authority model?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ST.RS.IS", "name": "301_In terms of institutional structure for financial consumer protection (FCP) regulation and supervision, does this country have an integrated sectoral financial sector authority model?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ST.RS.SH", "name": "304_In terms of institutional structure for financial consumer protection (FCP) regulation and supervision, does this country have a shared financial and general consumer protection authority model?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ST.RS.WT", "name": "305_What type of institutional structure for financial consumer protection (FCP) regulation and supervision is implemented in this country?_#VGUC_00", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.INST.ST.UA.DF", "name": "306_Under the agency overseeing financial consumer protection (FCP) in this country, is there a dedicated FCP unit?_#VGUD_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.LEGL.FL.SA.EX", "name": "295_Is there a stand-alone financial consumer protection law in place?_#VGUA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.LEGL.FR.CP.EX", "name": "299_Are consumer protection provisions in place within broader financial sector regulations?_#VGUB_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.LEGL.GL.EF.EX", "name": "294_Is there a general consumer protection law with explicit reference to financial services in place?_#VGUA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.LEGL.GL.NF.EX", "name": "293_Is there a general consumer protection law without explicit reference to financial services in place?_#VGUA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.LEGL.NP.NF.NE", "name": "297_Is there no legal framework for financial consumer protection in this country?_#VGUA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.LEGL.PR.SA.EX", "name": "298_Are stand-alone financial consumer protection (FCP) regulations in place?_#VGUB_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FCP.LEGL.SL.PP.EX", "name": "296_Are there consumer protection provisions in place within broader financial sector laws?_#VGUA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.FIN.INFO.XQ", "name": "Financial information infrastructure index (0=less developed to 10=more developed)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.BNKG.AC.SC.MC", "name": "287_Is the ceiling on the minimum balance for savings/current accounts regulated in this country?_#VGTA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.BNKG.AC.SC.MM", "name": "288_Are the maximum maintenance fees for savings/current accounts regulated in this country?_#VGTA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.BNKG.AC.SC.MO", "name": "289_Are the maximum overdraft penalty or below minimum balance penalty regulated in this country?_#VGTA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.BNKG.AC.SC.MX", "name": "286_Is the maximum cost to open a savings/current account regulated in this country?_#VGTA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.BNKG.AC.SC.NC", "name": "292_Is there no cost for customers to open a savings/current account as per regulation in this country?_#VGTA_06", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.BNKG.AC.SC.NL", "name": "291_Is there no law or regulation regarding the cost of customer accounts in this country?_#VGTA_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.BNKG.AC.SC.OF", "name": "290_Are other factors in the cost of customer accounts regulated in this country?_#VGTA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.NB.IN.PM", "name": "231_Are non-bank e-money issuers (NBEIs) permitted to pay interest on customers' e-money accounts?_#VGOA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.NB.IP.NP", "name": "233_Are non-bank e-money issuers (NBEIs) not permitted to pay interest or share profits with their e-money customers?_#VGOA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.NB.PU.RR", "name": "230_Are non-bank e-money issuers (NBEIs) prohibited from using customer funds for purposes other than redeeming e-money and executing fund transfers?_#VGNA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.NB.SP.PM", "name": "232_Are non-bank e-money issuers (NBEIs) permitted to share profits with their e-money customers?_#VGOA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SF.TA.CB", "name": "227_Is the use of accounts at the central bank required to safeguard e-money funds?_#VGMA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SF.TA.EA", "name": "225_Is the use of escrow accounts required to safeguard e-money funds?_#VGMA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SF.TA.ND", "name": "228_Is the type of accounts to safeguard e-money funds not defined?_#VGMA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SF.TA.OT", "name": "229_Is some other type of accounts (not mentioned above) required to safeguard e-money funds?_#VGMA_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SF.TA.RA", "name": "226_Is the use of regular accounts required to safeguard e-money funds?_#VGMA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SF.TA.TA", "name": "224_Is the use of trust accounts required to safeguard e-money funds?_#VGMA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SP.IF.AM", "name": "220_Are 100% of customers' e-money funds required to be separated from e-money issuer's funds and kept at more than one prudentially regulated financial institution, possibly the central bank and others?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SP.IF.AO", "name": "219_Are 100% of customers' e-money funds required to be separated from e-money issuer's funds and kept at a single prudentially regulated financial institution, possibly the central bank?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SP.IF.NR", "name": "222_Is it not required that customers' e-money funds are separated from e-money issuer's funds?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SP.IF.SM", "name": "221_Is only a fraction of customers' e-money funds required to be separated from e-money issuer's funds and kept at one or more prudentially regulated financial institutions, possibly the central bank and others?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.EMNY.SP.IF.WH", "name": "223_What fraction of customers' e-money funds is required to be separated from e-money issuer's funds and kept at how many prudentially regulated financial institutions?_#VGLA_00", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.AU.AR", "name": "192_For commercial banks, is authorization of new or modified financial products always explicitly required?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.AU.NR", "name": "194_For commercial banks, is authorization of new or modified financial products never explicitly required?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.AU.SR", "name": "193_For commercial banks, is authorization of new or modified financial products only in some cases explicitly required?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.AU.WR", "name": "195_For commercial banks, is authorization of new or modified financial products explicitly required?_#VGJA_00", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.CD.SE", "name": "266_For commercial banks, are there simplifications or exceptions to the documentation requirements for some types of applicants or deposit account products?_#VGRA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.CRB.CR", "name": "162_Are commercial banks required to check/report to credit bureau for some/all loans?_#VGHA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.LN.AL", "name": "168_For commercial banks, is all lending subject to interest rate caps or pricing limits?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.LN.NL", "name": "169_For commercial banks, are there no interest rate caps or pricing limits?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.LN.SL", "name": "170_For commercial banks, are there some interest rate caps or pricing limits that apply to certain products or segments?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.LN.WL", "name": "171_For commercial banks, is all, some, or no lending subject to interest rate caps or pricing limits?_#VGIA_00", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.LT.NF", "name": "271_Are commercial banks allowed to implement non-face-to-face customer due diligence (CDD) under the risk-based approach to AML/CFT regulation?_#VGSA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.LT.NI", "name": "270_Are commercial banks allowed to accept non-standard id documents under the risk-based approach to AML/CFT regulation?_#VGSA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.LT.OE", "name": "273_Are commercial banks allowed to implement other elements under the risk-based approach to AML/CFT regulation?_#VGSA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.CB.LT.SM", "name": "272_Are commercial banks allowed to implement simplified transaction monitoring under the risk-based approach to AML/CFT regulation?_#VGSA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "FB.INC.INST.CB.TP.LI", "name": "123_Are commercial banks liable for any actions or omissions of their agents?_#VGFA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.AU.AR", "name": "200_For financial cooperatives, is authorization of new or modified financial products always explicitly required?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.AU.NR", "name": "202_For financial cooperatives, is authorization of new or modified financial products never explicitly required?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.AU.SR", "name": "201_For financial cooperatives, is authorization of new or modified financial products only in some cases explicitly required?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.AU.WR", "name": "203_For financial cooperatives, is authorization of new or modified financial products explicitly required?_#VGJA_02", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.CD.SE", "name": "268_For financial cooperatives, are there simplifications or exceptions to the documentation requirements for some types of applicants or deposit account products?_#VGRA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.CRB.CR", "name": "164_Are financial cooperatives required to check/report to credit bureau for some/all loans?_#VGHA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.LN.AL", "name": "176_For financial cooperatives, is all lending subject to interest rate caps or pricing limits?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.LN.NL", "name": "177_For financial cooperatives, are there no interest rate caps or pricing limits?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.LN.SL", "name": "178_For financial cooperatives, are there some interest rate caps or pricing limits that apply to certain products or segments?", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.LN.WL", "name": "179_For financial cooperatives, is all, some, or no lending subject to interest rate caps or pricing limits?_#VGIA_02", "unit": "", "source": {"id": "73", "value": "Global Financial Inclusion and Consumer Protection Survey (Internal)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.LT.NF", "name": "279_Are financial cooperatives allowed to implement non-face-to-face customer due diligence (CDD) under the risk-based approach to AML/CFT regulation?_#VGSC_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.LT.NI", "name": "278_Are financial cooperatives allowed to accept non-standard id documents under the risk-based approach to AML/CFT regulation?_#VGSC_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.LT.OE", "name": "281_Are financial cooperatives allowed to implement other elements under the risk-based approach to AML/CFT regulation?_#VGSC_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.LT.SM", "name": "280_Are financial cooperatives allowed to implement simplified transaction monitoring under the risk-based approach to AML/CFT regulation?_#VGSC_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FC.TP.LI", "name": "131_Are financial cooperatives liable for any actions or omissions of their agents?_#VGFC_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FP.AU.CR", "name": "218_Are consumer risks assessed during authorization process for modified or new financial products?_#VGKA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FP.AU.LR", "name": "217_Are AML/CFT risks assessed during authorization process for modified or new financial products?_#VGKA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FP.AU.OR", "name": "216_Are operational risks assessed during authorization process for modified or new financial products?_#VGKA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.FW.CB", "name": "001_Does a regulatory/supervisory framework exist for commercial banks?_#VGAA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "FB.INC.INST.PA.OB.TP", "name": "036_Are other banks permitted to contract with retail agents as third-party delivery channels?_#VGDB_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.PA.OD.AG", "name": "055_Are other deposit taking institutions (ODTIs) permitted to act as an agent of a financial provider?_#VGDD_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.PA.OD.CA", "name": "053_Are other deposit taking institutions (ODTIs) permitted to provide checking or current accounts?_#VGDD_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.PA.OD.EM", "name": "059_Are other deposit taking institutions (ODTIs) permitted to issue e-money (including prepaid e-money cards) ?_#VGDD_06", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.PA.OD.IN", "name": "060_Are other deposit taking institutions (ODTIs) permitted to distribute insurance?_#VGDD_07", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.PA.OD.PC", "name": "058_Are other deposit taking institutions (ODTIs) permitted to issue payment cards (credit, debit, and other non-prepaid cards) ?_#VGDD_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.PA.OD.PN", "name": "061_Are other deposit taking institutions (ODTIs) permitted to distribute pension products?_#VGDD_08", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.PA.OD.TP", "name": "054_Are other deposit taking institutions (ODTIs) permitted to contract with retail agents as third-party delivery channels?_#VGDD_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.SU.MN.NB", "name": "007_Are any non-bank e-money issuers subsidiaries of mobile network operators?_#VGAB_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.CB.ID", "name": "081_Are third parties such as retail agents allowed to identify and/or verify the identity of the customer on behalf of commercial banks?_#VGEB_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.CB.LA", "name": "083_Are third parties such as retail agents allowed to receive and submit to the institution a loan application on behalf of commercial banks?_#VGEB_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.CB.OA", "name": "084_Are third parties such as retail agents allowed to open a customer account on behalf of commercial banks?_#VGEB_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.CB.RD", "name": "086_Are third parties such as retail agents allowed to receive deposits on behalf of commercial banks?_#VGEB_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.FC.ID", "name": "095_Are third parties such as retail agents allowed to identify and/or verify the identity of the customer on behalf of financial cooperatives?_#VGED_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.FC.LA", "name": "097_Are third parties such as retail agents allowed to receive and submit to the institution a loan application on behalf of financial cooperatives?_#VGED_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.FC.OA", "name": "098_Are third parties such as retail agents allowed to open a customer account on behalf of financial cooperatives?_#VGED_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.FC.RD", "name": "100_Are third parties such as retail agents allowed to receive deposits on behalf of financial cooperatives?_#VGED_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.MC.ID", "name": "109_Are third parties such as retail agents allowed to identify and/or verify the identity of the customer on behalf of microcredit institutions (MCIs)?_#VGEF_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.MC.LA", "name": "111_Are third parties such as retail agents allowed to receive and submit to the institution a loan application on behalf of microcredit institutions (MCIs)?_#VGEF_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.MC.OA", "name": "112_Are third parties such as retail agents allowed to open a customer account on behalf of microcredit institutions (MCIs)?_#VGEF_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.MC.RD", "name": "114_Are third parties such as retail agents allowed to receive deposits on behalf of microcredit institutions (MCIs)?_#VGEF_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.NB.ID", "name": "116_Are third parties such as retail agents allowed to identify and/or verify the identity of the customer on behalf of non-bank e-money issuers (NBEIs)?_#VGEG_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.NB.LA", "name": "118_Are third parties such as retail agents allowed to receive and submit to the institution a loan application on behalf of non-bank e-money issuers (NBEIs)?_#VGEG_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.NB.OA", "name": "119_Are third parties such as retail agents allowed to open a customer account on behalf of non-bank e-money issuers (NBEIs)?_#VGEG_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.NB.RD", "name": "121_Are third parties such as retail agents allowed to receive deposits on behalf of non-bank e-money issuers (NBEIs)?_#VGEG_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.OB.ID", "name": "088_Are third parties such as retail agents allowed to identify and/or verify the identity of the customer on behalf of other banks?_#VGEC_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.OB.LA", "name": "090_Are third parties such as retail agents allowed to receive and submit to the institution a loan application on behalf of other banks?_#VGEC_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.OB.OA", "name": "091_Are third parties such as retail agents allowed to open a customer account on behalf of other banks?_#VGEC_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.OB.RD", "name": "093_Are third parties such as retail agents allowed to receive deposits on behalf of other banks?_#VGEC_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.OD.ID", "name": "102_Are third parties such as retail agents allowed to identify and/or verify the identity of the customer on behalf of other deposit taking institutions (ODTIs)?_#VGEE_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.OD.LA", "name": "104_Are third parties such as retail agents allowed to receive and submit to the institution a loan application on behalf of other deposit taking institutions (ODTIs)?_#VGEE_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.OD.OA", "name": "105_Are third parties such as retail agents allowed to open a customer account on behalf of other deposit taking institutions (ODTIs)?_#VGEE_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.OD.RD", "name": "107_Are third parties such as retail agents allowed to receive deposits on behalf of other deposit taking institutions (ODTIs)?_#VGEE_05", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.INST.TP.RA", "name": "080_Are at least some financial service providers permitted to use retail agents as third-party delivery channels?_#VGEA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.LEGL.DF.MC", "name": "148_Is the term of microcredit explicitly defined in law or regulation?_#VGGA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.LEGL.DF.MF", "name": "147_Is the term of microfinance explicitly defined in law or regulation?_#VGGA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.LEGL.DF.MS", "name": "149_Is the term of microsavings explicitly defined in law or regulation?_#VGGA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.NSTR.FC.DV", "name": "018_Is a national financial capability/literacy/education strategy (NFCS/NFLS/NFES) under development?_#VGAG_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.NSTR.FC.LN", "name": "017_Has a national financial capability/literacy/education strategy (NFCS/NFLS/NFES) already been launched?_#VGAG_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.NSTR.FI.DV", "name": "009_Is a national financial inclusion strategy (NFIS) under development?_#VGAC_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.NSTR.FI.LN", "name": "008_Has a national financial inclusion strategy (NFIS) already been launched?_#VGAC_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.NSTR.GF.FI.DV", "name": "012_Is a general financial sector development strategy with a financial inclusion component (GFSDS/FI) under development?_#VGAD_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.NSTR.GF.FI.LN", "name": "011_Has a general financial sector development strategy with a financial inclusion component (GFSDS/FI) already been launched?_#VGAD_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.NSTR.MF.DV", "name": "016_Is a national microfinance strategy (NMS) under development?_#VGAF_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.NSTR.MF.LN", "name": "015_Has a national microfinance strategy (NMS) already been launched?_#VGAF_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.NSTR.ND.FI.DV", "name": "014_Is a national development strategy with a financial inclusion component (NDS/FI) under development?_#VGAE_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.NSTR.ND.FI.LN", "name": "013_Has a national development strategy with a financial inclusion component (NDS/FI) already been launched?_#VGAE_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.POLI.FI.DT.BP", "name": "022_Are deposit-taking institutions required to offer basic financial products to promote financial inclusion?_#VGBA_03", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.POLI.FI.GT.FA", "name": "023_Are recipients of government transfers encouraged or mandated to open an account to receive their funds?_#VGBA_04", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.POLI.FI.PL", "name": "020_Are priority lending policies in place to promote financial inclusion?_#VGBA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.POLI.FI.RE", "name": "019_Are requirements, exceptions, tax incentives, or subsidies policies in place to promote financial inclusion?_#VGBA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.POLI.FI.TI", "name": "021_Are tax incentive savings schemes in place to promote financial inclusion?_#VGBA_02", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.SURV.AF.FR", "name": "025_Has a survey of firms including questions on financial inclusion or access to finance been conducted in the last 3 years?_#VGCA_01", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.INC.SURV.AF.HH", "name": "024_Has a survey of households or individuals including questions on financial inclusion or access to finance been conducted in the last 3 years?_#VGCA_00", "unit": "", "source": {"id": "69", "value": "Global Financial Inclusion and Consumer Protection Survey"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.LBL.DDPT.CB.P3", "name": "Deposit accounts, commercial banks (per 1,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Deposit accounts are accounts at commercial banks that allow money to be deposited and withdrawn by the account holder. The major types of deposits are checking accounts, savings accounts, and time deposits. Commercial banks are banks with a full banking license. In some countries, the term \"universal banks\" or other terms may be used. Majority government- and state-owned banks are included in this category to the extent that they perform a broad set of retail banking functions and are regulated and supervised in the same manner as privately owned banks.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": []}
{"id": "FB.LBL.DDPT.CO.P3", "name": "Deposit accounts, cooperatives (per 1,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Cooperatives, credit unions, and mutuals are financial institutions that are owned and controlled by their members (customers), regardless of whether they do business exclusively with their members or with members and nonmembers.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": []}
{"id": "FB.LBL.DDPT.MF.P3", "name": "Deposit accounts, microfinance institutions (per 1,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Microfinance institutions are institutions whose primary business model is to lend to (and possibly take deposits from) the poor, often using specialized methodologies such as group lending. The data collected using this institutional classification necessarily understate the scale of microfinance because many banks, cooperatives, and specialized state-owned institutions provide microfinance services as part of their activities.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": []}
{"id": "FB.LBL.DDPT.P3", "name": "Bank deposit accounts (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FB.LBL.DDPT.SF.P3", "name": "Deposit accounts, specialized state financial institutions (per 1,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Specialized state-owned financial institutions are extensions of the government whose main purpose is to lend support to economic development and/or to provide savings, payment, and deposit services to the public. They include postal banks, government savings banks, SME lending facilities, agriculture banks, and development banks.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": []}
{"id": "FB.POS.TOTL.P5", "name": "Point-of-sale terminals (per 100,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Point-of-sale terminals are the equipment used to manage the selling process by a salesperson-accessible interface in the location where a transaction takes place.", "sourceOrganization": "Consultative Group to Assist the Poor and the World Bank Group\u2019s \"Financial Access 2010.\"", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FC.XPD.ADMN.CR", "name": "General administration function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.AGR.CR", "name": "Agriculture function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.ECON.CR", "name": "Economy function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.EDU.CR", "name": "Education function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.ENVR.CR", "name": "Environment function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.HE.CR", "name": "Health function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.HOUS.CR", "name": "Housing and public facilities function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.INFR.CR", "name": "Infrastructure function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.PROT.CR", "name": "Social protection function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.PUBL.CR", "name": "Public, law and order function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.RELG.CR", "name": "Religious function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FC.XPD.TOUR.CR", "name": "Tourism and culture function expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "FD.AST.PRVT.GD.ZS", "name": "Domestic credit to private sector by banks (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Domestic credit to private sector by banks refers to financial resources provided to the private sector by other depository corporations (deposit taking corporations except central banks), such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FD.RES.LIQU.AS.ZS", "name": "Bank liquid reserves to bank assets ratio (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Ratio of bank liquid reserves to bank assets is the ratio of domestic currency holdings and deposits with the monetary authorities to claims on other governments, nonfinancial public enterprises, the private sector, and other banking institutions.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FI.RES.GOLD.CD", "name": "Gold Holdings at London market price (US$ end period)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FI.RES.GOLD.CD.WB", "name": "Gold, valued at year-end London prices (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The gold component of reserves is valued at year-end (December 31) London prices.  ", "sourceOrganization": "International Monetary Fund.", "topics": []}
{"id": "FI.RES.TOTL.CD", "name": "Total reserves (includes gold, current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}, {"id": "20", "value": "External Debt"}]}
{"id": "FI.RES.TOTL.CD.WB", "name": "Total reserves including gold valued at London gold price (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross international reserves comprise holdings of monetary gold, special drawing rights, the reserve position of members in the International Monetary Fund (IMF), and holdings of foreign exchange under the control of monetary authorities. The gold component is valued at end-of-year London prices. ", "sourceOrganization": "International Monetary Fund.", "topics": []}
{"id": "FI.RES.TOTL.CD.ZS", "name": "Total reserves includes gold (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices. ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FI.RES.TOTL.DT.ZS", "name": "Total reserves (% of total external debt)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International reserves to total external debt stocks.", "sourceOrganization": "World Bank, International Debt Statistics.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "20", "value": "External Debt"}]}
{"id": "FI.RES.TOTL.MO", "name": "Total reserves in months of imports", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices. This item shows reserves expressed in terms of the number of months of imports of goods and services they could pay for [Reserves/(Imports/12)].", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "20", "value": "External Debt"}]}
{"id": "FI.RES.TOTL.MO.WB", "name": "Total reserves in months of imports of goods and services", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The number of months for which a country's reserves can sustain its imports. Gross international reserves comprise holdings of monetary gold, special drawing rights, the reserve position of members in the International Monetary Fund (IMF), and holdings of foreign exchange under the control of monetary authorities. The gold component is valued at end-of-year London prices. Imports of goods, services and income is the sum of goods (merchandise) imports, imports of (nonfactor) services and income (factor) payments.  Data are in current US dollars. ", "sourceOrganization": "International Monetary Fund, World Bank country economists.", "topics": []}
{"id": "FI.RES.XGLD.CD", "name": "Total reserves minus gold (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total reserves minus gold comprise special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. Gold holdings are excluded. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}]}
{"id": "fin1.1a", "name": "First financial institution account ever was opened to receive a wage payment (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report opening a financial institution account for the first time to receive a wage payment.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.1ab", "name": "First financial institution account ever was opened to receive a wage payment or money from the government (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report opening a financial institution account for the first time to receive money from the government or to receive a wage payment.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.1b", "name": "First financial institution ever account was opened to receive money from the government (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report opening a financial institution account for the first time to receive money from the government.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d", "name": "Financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.1", "name": "Financial institution account, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.10", "name": "Financial institution account, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.11", "name": "Financial institution account, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.12", "name": "Financial institution account, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.2", "name": "Financial institution account, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.3", "name": "Financial institution account, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.4", "name": "Financial institution account, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.5", "name": "Financial institution account, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin1.t.d.6", "name": "Financial institution account, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.7", "name": "Financial institution account, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.8", "name": "Financial institution account, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin1.t.d.9", "name": "Financial institution account, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.1a", "name": "Reason for not using their inactive account: bank or financial institution is too far away (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an inactive account because the bank or financial institution is too far away.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.1a.s", "name": "Reason for not using their inactive account: bank or financial institution is too far away (% with an inactive account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having an inactive account, the percentage who report that they don't use their account because the bank or financial institution is too far away.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.1b", "name": "Reason for not using their inactive account: no need for an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an inactive account because they have no need for an account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.1b.s", "name": "Reason for not using their inactive account: no need for an account (% with an inactive account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having an inactive account, the percentage who don't use the account because they have no need for one.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.1c", "name": "Reason for not using their inactive account: don't have enough money to use an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an inactive account because they don't have enough money to use the account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.1c.s", "name": "Reason for not using their inactive account: don't have enough money to use an account (% with an inactive account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having an inactive account, the percentage who report that they don't have enough money to use the account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.1d", "name": "Reason for not using their inactive account: don't feel comfortable using the account by themselves (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an inactive account because they don't feel comfortable using the account by themselves.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.1d.s", "name": "Reason for not using their inactive account: don't feel comfortable using an account by themselves (% with an inactive account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having an inactive account, the percentage who report that they don't feel comfortable using the account by themselves.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.1e", "name": "Reason for not using their inactive account: don't trust banks or financial institutions (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an inactive account because they don't trust banks or financial institutions.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.1e.s", "name": "Reason for not using their inactive account: don't trust banks or financial institutions (% with an inactive account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having an inactive account, the percentage who don't use the account because they don't trust banks or financial institutions.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10.t.s", "name": "Made a withdrawal (% with a financial institution account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with a financial institution account, the percentage who report withdrawing money from their account one or more times in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10a", "name": "Withdrew money from a financial institution account 2 or more times a month (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report withdrawing money from their account two or more times per month.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10a.s", "name": "Withdrew money from a financial institution account 2 or more times a month (% who had withdrawn money, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who withdrew money, the percentage who report doing so two or more times per month.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10b", "name": "Store money using a financial institution (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report keeping money in a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10b.13b", "name": "Store money using a financial institution or a mobile money account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report keeping money in a financial institution account or a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10b.13b.s", "name": "Store money using a financial institution or a mobile money account (% with an account,  age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with an account, the percentage who report keeping money in a financial institution account or a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin10b.s", "name": "Store money using a financial institution (% with a financial institution account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with a financial institution account, the percentage who report keeping money in a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11.1", "name": "SMEs with at least one female owner with a proportion of loans requiring collateral (%)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among the share of respondents without an account, the percentage of respondents who report they can use an account at a bank or a financial institution without help, if opened.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11a", "name": "No account because financial institutions are too far away (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that they don't have a financial institution account because financial institutions are too far away.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11a.s", "name": "No account because financial institutions are too far away (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report that they don't have a financial institution account because financial institutions are too far away.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11b", "name": "No account because financial services are too expensive (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a financial institution account because financial services are too expensive.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11b.s", "name": "No account because financial services are too expensive (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report not having a financial institution account because financial services are too expensive.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11c", "name": "No account because of a lack of necessary documentation (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a financial institution account because they lack the documentation needed to open one, such as an identity card, a wage slip, or the like.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11c.s", "name": "No account because of a lack of necessary documentation (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report not having a financial institution account because they lack the documentation needed to open one, such as an identity card, a wage slip, or the like.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11d", "name": "No account because of a lack of trust in financial institutions (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a financial institution account because they do not trust financial institutions.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11d.s", "name": "No account because of a lack of trust in financial institutions (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report not having a financial institution account because they do not trust financial institutions.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11e", "name": "No account because of religious reasons (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a financial institution account for religious reasons.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11e.s", "name": "No account because of religious reasons (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report not having a financial institution account for religious reasons.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11f", "name": "No account because of insufficient funds (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a financial institution account because they do not have enough money to use one.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11f.s", "name": "No account because of insufficient funds (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report not having a financial institution account because they do not have enough money to use one.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11g", "name": "No account because someone in the family has one (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a financial institution account because someone else in their family already has one.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11g.s", "name": "No account because someone in the family has one (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting having no account, the percentage who report not having a financial institution account because someone else in their family already has one.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin11q1", "name": "SMEs with at least one female owner with a proportion of loans requiring collateral", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin11q2", "name": "SMEs with a proportion of loans requiring collateral", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin13.1a", "name": "Reason for not having a mobile money account: mobile money agents are too far away (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a mobile money account because mobile money agents are too far away.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1a.s", "name": "Reason for not having a mobile money account: mobile money agents are too far away (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report not having a mobile money account because mobile money agents are too far away.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1b", "name": "Reason for not having a mobile money account: available mobile money products are too expensive (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that they don't have a mobile money account because mobile money products are too expensive.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1b.s", "name": "Reason for not having a mobile money account: available mobile money products are too expensive (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report that they don't have a mobile money account because mobile money products are too expensive.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1c", "name": "Reason for not having a mobile money account: don't have the necessary documentation (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a mobile money account because they don't have the necessary documentation.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1c.s", "name": "Reason for not having a mobile money account: don't have the necessary documentation (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report not having a mobile money account because they don't have the necessary documentation.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1d", "name": "Reason for not having a mobile money account: don't have enough money to use a mobile money account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a mobile money account because they do not have enough money to use one.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1d.s", "name": "Reason for not having a mobile money account: don't have enough money to use a mobile money account (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report not having a mobile money account because they do not have enough money to use one.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1e", "name": "Reason for not having a mobile money account: use an agent or someone else to make payments (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a mobile money account because they use an agent or someone else to make payments.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1e.s", "name": "Reason for not having a mobile money account: use an agent or someone else to make payments (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no mobile money account, the percentage who give the reason that they use an agent or someone else to make payments.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1f", "name": "Reason for not having a mobile money account: do not have their own mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report not having a mobile money account because they do not have their own mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13.1f.s", "name": "Reason for not having a mobile money account: do not have their own mobile phone (% without an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having no account, the percentage who report not having a mobile money account because they do not have their own mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13a", "name": "Use a mobile money account two or more times a month (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account to make payments, buy things, or to send or receive money two or more times a month.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13a.s", "name": "Use a mobile money account two or more times a month (% with a mobile money account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with a mobile money account, the percentage who report using it to make payments, buy things, or to send or receive money two or more times a month.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13a.t.2014.s", "name": "Main mode of withdrawal: ATM (% with a financial institution account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with a financial institution account, the percentage who report usually obtaining cash from their account at an automated teller machine (ATM).", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13b", "name": "Store money using a mobile money account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report keeping money in a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13b.s", "name": "Store money using a mobile money account (% with a mobile money account acount, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with a mobile money account, the percentage who report keeping money in a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13b.t.2014.s", "name": "Main mode of withdrawal: bank teller (% with a financial institution account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with a financial institution account, the percentage who report usually obtaining cash from their account over the counter in a branch of their financial institution.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13c", "name": "Borrowed any money using a mobile money account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money using a mobile money account in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13d", "name": "Can use a mobile money account without help from anyone, including a mobile money agent (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that they can use a mobile money account without the help of another person or a mobile money agent.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin13d.s", "name": "Can use a mobile money account without help from anyone, including a mobile money agent (% with a mobile money account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report having a mobile money account, the percentage who can use it without help.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d", "name": "Made a digital in-store merchant payment: using a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.1", "name": "Made a digital in-store merchant payment: using a mobile phone, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.10", "name": "Made a digital in-store merchant payment: using a mobile phone, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.11", "name": "Made a digital in-store merchant payment: using a mobile phone, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.12", "name": "Made a digital in-store merchant payment: using a mobile phone, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.2", "name": "Made a digital in-store merchant payment: using a mobile phone, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.3", "name": "Made a digital in-store merchant payment: using a mobile phone, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.4", "name": "Made a digital in-store merchant payment: using a mobile phone, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.5", "name": "Made a digital in-store merchant payment: using a mobile phone, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.6", "name": "Made a digital in-store merchant payment: using a mobile phone, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.7", "name": "Made a digital in-store merchant payment: using a mobile phone, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.8", "name": "Made a digital in-store merchant payment: using a mobile phone, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.1.d.9", "name": "Made a digital in-store merchant payment: using a mobile phone, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone to make an in-store purchase, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.2", "name": "SMEs with an outstanding loan or line of credit (%)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that after COVID-19 started, they used for the first time a debit or credit card or a mobile phone to make a purchase in-store.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14.2.s", "name": "Made a digital in-store merchant payment for the first time after COVID-19 started (% who made a digital in-store payment, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store, the percentage who report doing so for the first time after COVID-19 started.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d", "name": "Used a mobile phone or the internet to pay bills (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.1", "name": "Used a mobile phone or the internet to pay bills, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.10", "name": "Used a mobile phone or the internet to pay bills, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.11", "name": "Used a mobile phone or the internet to pay bills, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.12", "name": "Used a mobile phone or the internet to pay bills, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.2", "name": "Used a mobile phone or the internet to pay bills, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.3", "name": "Used a mobile phone or the internet to pay bills, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.4", "name": "Used a mobile phone or the internet to pay bills, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.5", "name": "Used a mobile phone or the internet to pay bills, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.6", "name": "Used a mobile phone or the internet to pay bills, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.7", "name": "Used a mobile phone or the internet to pay bills, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.8", "name": "Used a mobile phone or the internet to pay bills, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a.t.d.9", "name": "Used a mobile phone or the internet to pay bills, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d", "name": "Used a mobile phone or the internet to send money (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.1", "name": "Used a mobile phone or the internet to send money, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.10", "name": "Used a mobile phone or the internet to send money, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.11", "name": "Used a mobile phone or the internet to send money, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.12", "name": "Used a mobile phone or the internet to send money, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.2", "name": "Used a mobile phone or the internet to send money, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.3", "name": "Used a mobile phone or the internet to send money, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.4", "name": "Used a mobile phone or the internet to send money, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.5", "name": "Used a mobile phone or the internet to send money, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.6", "name": "Used a mobile phone or the internet to send money, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.7", "name": "Used a mobile phone or the internet to send money, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.8", "name": "Used a mobile phone or the internet to send money, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14a1.d.9", "name": "Used a mobile phone or the internet to send money, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin14b.t.d", "name": "Used a mobile phone or the internet to buy something online (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.1", "name": "Used a mobile phone or the internet to buy something online, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.10", "name": "Used a mobile phone or the internet to buy something online, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.11", "name": "Used a mobile phone or the internet to buy something online, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.12", "name": "Used a mobile phone or the internet to buy something online, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.2", "name": "Used a mobile phone or the internet to buy something online, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.3", "name": "Used a mobile phone or the internet to buy something online, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.4", "name": "Used a mobile phone or the internet to buy something online, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.5", "name": "Used a mobile phone or the internet to buy something online, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.6", "name": "Used a mobile phone or the internet to buy something online, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.7", "name": "Used a mobile phone or the internet to buy something online, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.8", "name": "Used a mobile phone or the internet to buy something online, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14b.t.d.9", "name": "Used a mobile phone or the internet to buy something online, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14c.cash.t", "name": "Made a cash payment upon delivery for an online purchase (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using cash only to pay upon delivery for an online purchase.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14c.cash.t.s", "name": "Made a cash payment upon delivery for an online purchase (% of internet purchasers, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting making internet purchases, the percentage who report using cash only to pay upon delivery for an online purchase.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14c.t", "name": "Made a digital online merchant payment for an online purchase (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using the internet to buy something online in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14c.t.s", "name": "Made a digital online merchantpayment for an online purchase (% of internet purchasers, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting making internet purchases, the percentage who report using the internet to buy something online in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14c2", "name": "Made a digital online payment for an online purchase for the first time after COVID-19 started (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that they used the internet to buy something online for the first time after COVID-19 started.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14c2.s", "name": "Made a digital online payment for an online purchase for the first time after COVID-19 started (% of internet purchasers, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting making internet purchases, the percentage who report that they did so for the first time after COVID-19 started.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin14q1", "name": "SMEs with at least one female owner with an outstanding loan or line of credit", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin14q2", "name": "SMEs with an outstanding loan or line of credit", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin15.t.d.2017", "name": "Saved to start, operate, or expand a farm or business (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.1", "name": "Saved to start, operate, or expand a farm or business, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.10", "name": "Saved to start, operate, or expand a farm or business, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.11", "name": "Saved to start, operate, or expand a farm or business, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.12", "name": "Saved to start, operate, or expand a farm or business, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.2", "name": "Saved to start, operate, or expand a farm or business, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.3", "name": "Saved to start, operate, or expand a farm or business, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.4", "name": "Saved to start, operate, or expand a farm or business, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.5", "name": "Saved to start, operate, or expand a farm or business, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.6", "name": "Saved to start, operate, or expand a farm or business, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.7", "name": "Saved to start, operate, or expand a farm or business, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.8", "name": "Saved to start, operate, or expand a farm or business, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15.t.d.2017.9", "name": "Saved to start, operate, or expand a farm or business, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin15q1", "name": "SMEs with at least one female owner with an account at a formal financial institution", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin15q2", "name": "SMEs with an account at a formal financial institution", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin16.t.d", "name": "Saved for old age (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.1", "name": "Saved for old age, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.10", "name": "Saved for old age, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.11", "name": "Saved for old age, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.12", "name": "Saved for old age, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.2", "name": "Saved for old age, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.3", "name": "Saved for old age, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.4", "name": "Saved for old age, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.5", "name": "Saved for old age, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.6", "name": "Saved for old age, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.7", "name": "Saved for old age, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.8", "name": "Saved for old age, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16.t.d.9", "name": "Saved for old age, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for old age, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin16_t_a", "name": "Saved for old age (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin16_t_a_1", "name": "Saved for old age, female (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin16_t_a_2", "name": "Saved for old age, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin16_t_a_3", "name": "Saved for old age, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin16_t_a_4", "name": "Saved for old age, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin16_t_a_5", "name": "Saved for old age (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin16_t_a_6", "name": "Saved for old age (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin16_t_a_7", "name": "Saved for old age (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin17a.17a1.d", "name": "Saved at a financial institution or using a mobile money account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.1", "name": "Saved at a financial institution or using a mobile money account, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.10", "name": "Saved at a financial institution or using a mobile money account, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.11", "name": "Saved at a financial institution or using a mobile money account, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.12", "name": "Saved at a financial institution or using a mobile money account, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.2", "name": "Saved at a financial institution or using a mobile money account, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.3", "name": "Saved at a financial institution or using a mobile money account, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.4", "name": "Saved at a financial institution or using a mobile money account, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.5", "name": "Saved at a financial institution or using a mobile money account, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.6", "name": "Saved at a financial institution or using a mobile money account, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.7", "name": "Saved at a financial institution or using a mobile money account, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.8", "name": "Saved at a financial institution or using a mobile money account, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.17a1.d.9", "name": "Saved at a financial institution or using a mobile money account, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d", "name": "Saved at a financial institution (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.1", "name": "Saved at a financial institution, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.10", "name": "Saved at a financial institution, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.11", "name": "Saved at a financial institution, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.12", "name": "Saved at a financial institution, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.2", "name": "Saved at a financial institution, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.3", "name": "Saved at a financial institution, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.4", "name": "Saved at a financial institution, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.5", "name": "Saved at a financial institution, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.6", "name": "Saved at a financial institution, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.7", "name": "Saved at a financial institution, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.8", "name": "Saved at a financial institution, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a.t.d.9", "name": "Saved at a financial institution, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a_t_a", "name": "Saved at a financial institution (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin17a_t_a_1", "name": "Saved at a financial institution, female  (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin17a_t_a_2", "name": "Saved at a financial institution, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin17a_t_a_3", "name": "Saved at a financial institution, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin17a_t_a_4", "name": "Saved at a financial institution, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin17a_t_a_5", "name": "Saved at a financial institution (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin17a_t_a_6", "name": "Saved at a financial institution (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin17a_t_a_7", "name": "Saved at a financial institution (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin17a1.d", "name": "Saved money using a mobile money account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.1", "name": "Saved money using a mobile money account, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.10", "name": "Saved money using a mobile money account, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.11", "name": "Saved money using a mobile money account, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.12", "name": "Saved money using a mobile money account, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.2", "name": "Saved money using a mobile money account, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.3", "name": "Saved money using a mobile money account, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.4", "name": "Saved money using a mobile money account, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.5", "name": "Saved money using a mobile money account, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin17a1.d.6", "name": "Saved money using a mobile money account, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.7", "name": "Saved money using a mobile money account, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.8", "name": "Saved money using a mobile money account, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17a1.d.9", "name": "Saved money using a mobile money account, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving money using a mobile money account, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d", "name": "Saved using a savings club or a person outside the family (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.1", "name": "Saved using a savings club or a person outside the family, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.10", "name": "Saved using a savings club or a person outside the family, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.11", "name": "Saved using a savings club or a person outside the family, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.12", "name": "Saved using a savings club or a person outside the family, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.2", "name": "Saved using a savings club or a person outside the family, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.3", "name": "Saved using a savings club or a person outside the family, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.4", "name": "Saved using a savings club or a person outside the family, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.5", "name": "Saved using a savings club or a person outside the family, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.6", "name": "Saved using a savings club or a person outside the family, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.7", "name": "Saved using a savings club or a person outside the family, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.8", "name": "Saved using a savings club or a person outside the family, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17b.t.d.9", "name": "Saved using a savings club or a person outside the family, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014", "name": "Saved for education or school fees (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.1", "name": "Saved for education or school fees, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.10", "name": "Saved for education or school fees, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.11", "name": "Saved for education or school fees, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.12", "name": "Saved for education or school fees, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.2", "name": "Saved for education or school fees, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.3", "name": "Saved for education or school fees, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.4", "name": "Saved for education or school fees, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.5", "name": "Saved for education or school fees, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.6", "name": "Saved for education or school fees, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.7", "name": "Saved for education or school fees, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.8", "name": "Saved for education or school fees, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin17c.d.2014.9", "name": "Saved for education or school fees, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin18.t.d", "name": "Saved any money in the past year (% age 15+)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017", "name": "Has an outstanding housing loan (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.1", "name": "Has an outstanding housing loan, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.10", "name": "Has an outstanding housing loan, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.11", "name": "Has an outstanding housing loan, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.12", "name": "Has an outstanding housing loan, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.2", "name": "Has an outstanding housing loan, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.3", "name": "Has an outstanding housing loan, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.4", "name": "Has an outstanding housing loan, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.5", "name": "Has an outstanding housing loan, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.6", "name": "Has an outstanding housing loan, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.7", "name": "Has an outstanding housing loan, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.8", "name": "Has an outstanding housing loan, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin19.t.2017.9", "name": "Has an outstanding housing loan, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d", "name": "Owns a debit or credit card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.1", "name": "Owns a debit or credit card, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.10", "name": "Owns a debit or credit card, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.11", "name": "Owns a debit or credit card, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.12", "name": "Owns a debit or credit card, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.2", "name": "Owns a debit or credit card, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.3", "name": "Owns a debit or credit card, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.4", "name": "Owns a debit or credit card, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.5", "name": "Owns a debit or credit card, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.6", "name": "Owns a debit or credit card, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.7", "name": "Owns a debit or credit card, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.8", "name": "Owns a debit or credit card, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.7.t.d.9", "name": "Owns a debit or credit card, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit or credit card, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d", "name": "Owns a debit card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.1", "name": "Owns a debit card, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.10", "name": "Owns a debit card, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.11", "name": "Owns a debit card, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.12", "name": "Owns a debit card, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.2", "name": "Owns a debit card, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.3", "name": "Owns a debit card, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.4", "name": "Owns a debit card, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.5", "name": "Owns a debit card, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.6", "name": "Owns a debit card, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.7", "name": "Owns a debit card, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.8", "name": "Owns a debit card, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin2.t.d.9", "name": "Owns a debit card, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a debit card, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d", "name": "Borrowed for health or medical purposes (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.1", "name": "Borrowed for health or medical purposes, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.10", "name": "Borrowed for health or medical purposes, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.11", "name": "Borrowed for health or medical purposes, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.12", "name": "Borrowed for health or medical purposes, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.2", "name": "Borrowed for health or medical purposes, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.3", "name": "Borrowed for health or medical purposes, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.4", "name": "Borrowed for health or medical purposes, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.5", "name": "Borrowed for health or medical purposes, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.6", "name": "Borrowed for health or medical purposes, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.7", "name": "Borrowed for health or medical purposes, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.8", "name": "Borrowed for health or medical purposes, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin20.t.d.9", "name": "Borrowed for health or medical purposes, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for health or medical purposes in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017", "name": "Borrowed to start, operate, or expand a farm or business (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.1", "name": "Borrowed to start, operate, or expand a farm or business, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.10", "name": "Borrowed to start, operate, or expand a farm or business, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.11", "name": "Borrowed to start, operate, or expand a farm or business, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.12", "name": "Borrowed to start, operate, or expand a farm or business, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.2", "name": "Borrowed to start, operate, or expand a farm or business, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.3", "name": "Borrowed to start, operate, or expand a farm or business, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.4", "name": "Borrowed to start, operate, or expand a farm or business, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.5", "name": "Borrowed to start, operate, or expand a farm or business, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.6", "name": "Borrowed to start, operate, or expand a farm or business, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.7", "name": "Borrowed to start, operate, or expand a farm or business, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.8", "name": "Borrowed to start, operate, or expand a farm or business, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21.t.d.2017.9", "name": "Borrowed to start, operate, or expand a farm or business, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014", "name": "Borrowed from a store by buying on credit (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.1", "name": "Borrowed from a store by buying on credit, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.10", "name": "Borrowed from a store by buying on credit, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.11", "name": "Borrowed from a store by buying on credit, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin21b.2014.12", "name": "Borrowed from a store by buying on credit, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.2", "name": "Borrowed from a store by buying on credit, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.3", "name": "Borrowed from a store by buying on credit, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.4", "name": "Borrowed from a store by buying on credit, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.5", "name": "Borrowed from a store by buying on credit, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.6", "name": "Borrowed from a store by buying on credit, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.7", "name": "Borrowed from a store by buying on credit, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.8", "name": "Borrowed from a store by buying on credit, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin21b.2014.9", "name": "Borrowed from a store by buying on credit, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014", "name": "Borrowed for education or school fees (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.1", "name": "Borrowed for education or school fees, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.10", "name": "Borrowed for education or school fees, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.11", "name": "Borrowed for education or school fees, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.12", "name": "Borrowed for education or school fees, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.2", "name": "Borrowed for education or school fees, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.3", "name": "Borrowed for education or school fees, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.4", "name": "Borrowed for education or school fees, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.5", "name": "Borrowed for education or school fees, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.6", "name": "Borrowed for education or school fees, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.7", "name": "Borrowed for education or school fees, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.8", "name": "Borrowed for education or school fees, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.2014.9", "name": "Borrowed for education or school fees, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money for education or school fees in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d", "name": "Borrowed any money from a formal financial institution or using a mobile money account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.1", "name": "Borrowed any money from a formal financial institution or using a mobile money account, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.10", "name": "Borrowed any money from a formal financial institution or using a mobile money account, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.11", "name": "Borrowed any money from a formal financial institution or using a mobile money account, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.12", "name": "Borrowed any money from a formal financial institution or using a mobile money account, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.2", "name": "Borrowed any money from a formal financial institution or using a mobile money account, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.3", "name": "Borrowed any money from a formal financial institution or using a mobile money account, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.4", "name": "Borrowed any money from a formal financial institution or using a mobile money account, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.5", "name": "Borrowed any money from a formal financial institution or using a mobile money account, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.6", "name": "Borrowed any money from a formal financial institution or using a mobile money account, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.7", "name": "Borrowed any money from a formal financial institution or using a mobile money account, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.8", "name": "Borrowed any money from a formal financial institution or using a mobile money account, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.MM.d.9", "name": "Borrowed any money from a formal financial institution or using a mobile money account, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d", "name": "Borrowed from a formal financial institution (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.1", "name": "Borrowed from a formal financial institution, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.10", "name": "Borrowed from a formal financial institution, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.11", "name": "Borrowed from a formal financial institution, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.12", "name": "Borrowed from a formal financial institution, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.2", "name": "Borrowed from a formal financial institution, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.3", "name": "Borrowed from a formal financial institution, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.4", "name": "Borrowed from a formal financial institution, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.5", "name": "Borrowed from a formal financial institution, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.6", "name": "Borrowed from a formal financial institution, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.7", "name": "Borrowed from a formal financial institution, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.8", "name": "Borrowed from a formal financial institution, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a.c.t.d.9", "name": "Borrowed from a formal financial institution, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22a_t_d", "name": "Borrowed from a financial institution or used a credit card (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin22a_t_d_1", "name": "Borrowed from a financial institution or used a credit card, female (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin22a_t_d_2", "name": "Borrowed from a financial institution or used a credit card, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin22a_t_d_3", "name": "Borrowed from a financial institution or used a credit card, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin22a_t_d_4", "name": "Borrowed from a financial institution or used a credit card, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin22a_t_d_5", "name": "Borrowed from a financial institution or used a credit card (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin22a_t_d_6", "name": "Borrowed from a financial institution or used a credit card (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin22a_t_d_7", "name": "Borrowed from a financial institution or used a credit card (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin22b.t.d", "name": "Borrowed from family or friends (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.1", "name": "Borrowed from family or friends, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.10", "name": "Borrowed from family or friends, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.11", "name": "Borrowed from family or friends, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.12", "name": "Borrowed from family or friends, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.2", "name": "Borrowed from family or friends, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.3", "name": "Borrowed from family or friends, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.4", "name": "Borrowed from family or friends, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.5", "name": "Borrowed from family or friends, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.6", "name": "Borrowed from family or friends, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.7", "name": "Borrowed from family or friends, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.8", "name": "Borrowed from family or friends, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22b.t.d.9", "name": "Borrowed from family or friends, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d", "name": "Borrowed from a savings club (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.1", "name": "Borrowed from a savings club, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.10", "name": "Borrowed from a savings club, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.11", "name": "Borrowed from a savings club, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.12", "name": "Borrowed from a savings club, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.2", "name": "Borrowed from a savings club, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.3", "name": "Borrowed from a savings club, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.4", "name": "Borrowed from a savings club, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.5", "name": "Borrowed from a savings club, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.6", "name": "Borrowed from a savings club, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.7", "name": "Borrowed from a savings club, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.8", "name": "Borrowed from a savings club, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin22c.t.d.9", "name": "Borrowed from a savings club, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report borrowing any money from an informal savings club in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.1.7.d", "name": "Main source of emergency funds in 7 days: savings (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list savings as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.1.d", "name": "Main source of emergency funds in 30 days: savings (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list savings as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.2.7.d", "name": "Main source of emergency funds in 7 days: family or friends (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list family, relatives, or friends as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.2.d", "name": "Main source of emergency funds in 30 days: family or friends (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list family, relatives, or friends as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.3.7.d", "name": "Main source of emergency funds in 7 days: work (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list money from working as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.3.d", "name": "Main source of emergency funds in 30 days: work (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list money from working as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.4.7.d", "name": "Main source of emergency funds in 7 days: loan from a bank, employer, or private lender (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list borrowing from a bank, employer, or private lender as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.4.d", "name": "Main source of emergency funds in 30 days: loan from a bank, employer, or private lender (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list borrowing from a bank, employer, or private lender as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.5.7.d", "name": "Main source of emergency funds in 7 days: sale of assets (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list selling assets as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.5.d", "name": "Main source of emergency funds in 30 days: sale of assets (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list selling assets as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.6.7.d", "name": "Main source of emergency funds in 7 days: other (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list some other source as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24.6.d", "name": "Main source of emergency funds in 30 days: other (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list some other source as their main source of emergency funds.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d", "name": "Coming up with emergency funds in 30 days: possible and very difficult (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.1", "name": "Coming up with emergency funds in 30 days: possible and very difficult, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.10", "name": "Coming up with emergency funds in 30 days: possible and very difficult, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.11", "name": "Coming up with emergency funds in 30 days: possible and very difficult, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.12", "name": "Coming up with emergency funds in 30 days: possible and very difficult, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.2", "name": "Coming up with emergency funds in 30 days: possible and very difficult, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin24a.1.d.3", "name": "Coming up with emergency funds in 30 days: possible and very difficult, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.4", "name": "Coming up with emergency funds in 30 days: possible and very difficult, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.5", "name": "Coming up with emergency funds in 30 days: possible and very difficult, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.6", "name": "Coming up with emergency funds in 30 days: possible and very difficult, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.7", "name": "Coming up with emergency funds in 30 days: possible and very difficult, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.8", "name": "Coming up with emergency funds in 30 days: possible and very difficult, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.1.d.9", "name": "Coming up with emergency funds in 30 days: possible and very difficult, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.1", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.10", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.11", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.12", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.2", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.3", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.4", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.5", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.6", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.7", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.8", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.2.d.9", "name": "Coming up with emergency funds in 30 days: possible and somewhat difficult, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.1", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.10", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.11", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.12", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.2", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.3", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.4", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.5", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.6", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.7", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.8", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.3.d.9", "name": "Coming up with emergency funds in 30 days: possible and not difficult at all, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.1", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.10", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.11", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.12", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.2", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.3", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.4", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.5", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.6", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.7", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.8", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.32.d.9", "name": "Coming up with emergency funds in 30 days: possible and not difficult or somewhat difficult, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d", "name": "Coming up with emergency funds in 30 days: possible (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.1", "name": "Coming up with emergency funds in 30 days: possible, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.10", "name": "Coming up with emergency funds in 30 days: possible, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.11", "name": "Coming up with emergency funds in 30 days: possible, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.12", "name": "Coming up with emergency funds in 30 days: possible, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.2", "name": "Coming up with emergency funds in 30 days: possible, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.3", "name": "Coming up with emergency funds in 30 days: possible, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.4", "name": "Coming up with emergency funds in 30 days: possible, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.5", "name": "Coming up with emergency funds in 30 days: possible, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.6", "name": "Coming up with emergency funds in 30 days: possible, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.7", "name": "Coming up with emergency funds in 30 days: possible, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.8", "name": "Coming up with emergency funds in 30 days: possible, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.321.d.9", "name": "Coming up with emergency funds in 30 days: possible, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether\"difficult,\"\"somewhat difficult,\"or\"not very difficult\"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d", "name": "Coming up with emergency funds in 30 days: not possible (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.1", "name": "Coming up with emergency funds in 30 days: not possible, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.10", "name": "Coming up with emergency funds in 30 days: not possible, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.11", "name": "Coming up with emergency funds in 30 days: not possible, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.12", "name": "Coming up with emergency funds in 30 days: not possible, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.2", "name": "Coming up with emergency funds in 30 days: not possible, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.3", "name": "Coming up with emergency funds in 30 days: not possible, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.4", "name": "Coming up with emergency funds in 30 days: not possible, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.5", "name": "Coming up with emergency funds in 30 days: not possible, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.6", "name": "Coming up with emergency funds in 30 days: not possible, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.7", "name": "Coming up with emergency funds in 30 days: not possible, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.8", "name": "Coming up with emergency funds in 30 days: not possible, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24a.N.d.9", "name": "Coming up with emergency funds in 30 days: not possible, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who, when asked, say it is not possible--and say no to \"very difficult,\"\"somewhat difficult,\" or \"not difficult at all\"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d", "name": "Coming up with emergency funds in 7 days: possible and very difficult (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.1", "name": "Coming up with emergency funds in 7 days: possible and very difficult, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.10", "name": "Coming up with emergency funds in 7 days: possible and very difficult, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.11", "name": "Coming up with emergency funds in 7 days: possible and very difficult, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.12", "name": "Coming up with emergency funds in 7 days: possible and very difficult, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.2", "name": "Coming up with emergency funds in 7 days: possible and very difficult, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.3", "name": "Coming up with emergency funds in 7 days: possible and very difficult, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.4", "name": "Coming up with emergency funds in 7 days: possible and very difficult, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.5", "name": "Coming up with emergency funds in 7 days: possible and very difficult, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.6", "name": "Coming up with emergency funds in 7 days: possible and very difficult, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.7", "name": "Coming up with emergency funds in 7 days: possible and very difficult, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.8", "name": "Coming up with emergency funds in 7 days: possible and very difficult, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.1.d.9", "name": "Coming up with emergency funds in 7 days: possible and very difficult, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.1", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.10", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.11", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.12", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.2", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.3", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.4", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.5", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.6", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.7", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.8", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.2.d.9", "name": "Coming up with emergency funds in 7 days: possible and somewhat difficult, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d", "name": "Coming up with emergency funds in 7 days: possible and not difficult (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.1", "name": "Coming up with emergency funds in 7 days: possible and not difficult, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin24b.3.d.10", "name": "Coming up with emergency funds in 7 days: possible and not difficult, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.11", "name": "Coming up with emergency funds in 7 days: possible and not difficult, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.12", "name": "Coming up with emergency funds in 7 days: possible and not difficult, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.2", "name": "Coming up with emergency funds in 7 days: possible and not difficult, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.3", "name": "Coming up with emergency funds in 7 days: possible and not difficult, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.4", "name": "Coming up with emergency funds in 7 days: possible and not difficult, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.5", "name": "Coming up with emergency funds in 7 days: possible and not difficult, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.6", "name": "Coming up with emergency funds in 7 days: possible and not difficult, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.7", "name": "Coming up with emergency funds in 7 days: possible and not difficult, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.8", "name": "Coming up with emergency funds in 7 days: possible and not difficult, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.3.d.9", "name": "Coming up with emergency funds in 7 days: possible and not difficult, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.1", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.10", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.11", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.12", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.2", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.3", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.4", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.5", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.6", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.7", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.8", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.32.d.9", "name": "Coming up with emergency funds in 7 days: possible and not difficult or somewhat difficult, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d", "name": "Coming up with emergency funds in 7 days: possible (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.1", "name": "Coming up with emergency funds in 7 days: possible, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.10", "name": "Coming up with emergency funds in 7 days: possible, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.11", "name": "Coming up with emergency funds in 7 days: possible, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.12", "name": "Coming up with emergency funds in 7 days: possible, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.2", "name": "Coming up with emergency funds in 7 days: possible, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.3", "name": "Coming up with emergency funds in 7 days: possible, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.4", "name": "Coming up with emergency funds in 7 days: possible, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.5", "name": "Coming up with emergency funds in 7 days: possible, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.6", "name": "Coming up with emergency funds in 7 days: possible, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.7", "name": "Coming up with emergency funds in 7 days: possible, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.8", "name": "Coming up with emergency funds in 7 days: possible, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin24b.321.d.9", "name": "Coming up with emergency funds in 7 days: possible, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who say it is possible--whether \"difficult,\" \"somewhat difficult,\" or \"not very difficult\"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin25a_t_a_s", "name": "Main source of emergency funds: savings (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin25a_t_a_s_1", "name": "Main source of emergency funds: savings, female  (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin25a_t_a_s_2", "name": "Main source of emergency funds: savings, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin25a_t_a_s_3", "name": "Main source of emergency funds: savings, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin25a_t_a_s_4", "name": "Main source of emergency funds: savings, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin25a_t_a_s_5", "name": "Main source of emergency funds: savings, (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin25a_t_a_s_6", "name": "Main source of emergency funds: savings (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin25a_t_a_s_7", "name": "Main source of emergency funds: savings (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin26.28.t.d", "name": "Sent or received domestic remittances (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.1", "name": "Sent or received domestic remittances, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.10", "name": "Sent or received domestic remittances, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.11", "name": "Sent or received domestic remittances, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.12", "name": "Sent or received domestic remittances, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.2", "name": "Sent or received domestic remittances, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.3", "name": "Sent or received domestic remittances, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.4", "name": "Sent or received domestic remittances, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.5", "name": "Sent or received domestic remittances, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.6", "name": "Sent or received domestic remittances, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.7", "name": "Sent or received domestic remittances, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.8", "name": "Sent or received domestic remittances, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.28.t.d.9", "name": "Sent or received domestic remittances, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d", "name": "Sent domestic remittances (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.1", "name": "Sent domestic remittances, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.10", "name": "Sent domestic remittances, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.11", "name": "Sent domestic remittances, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.12", "name": "Sent domestic remittances, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.2", "name": "Sent domestic remittances, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.3", "name": "Sent domestic remittances, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.4", "name": "Sent domestic remittances, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.5", "name": "Sent domestic remittances, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.6", "name": "Sent domestic remittances, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.7", "name": "Sent domestic remittances, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.8", "name": "Sent domestic remittances, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin26.t.d.9", "name": "Sent domestic remittances, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27.29.t", "name": "Sent or received domestic remittances: using an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, and sent or received the money using a financial institution account or a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27.29.t.s", "name": "Sent or received domestic remittances: using an account (% of senders and recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, the percentage who report sending or receiving it using a financial institution account or a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27.t", "name": "Sent domestic remittances: using an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country, and sent it using a financial institution account or a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27.t.s", "name": "Sent domestic remittances: using an account (% of senders, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting personally sending any of their money in the past year to a relative or friend living in a different area of their country, the percentage who report sending it using a financial institution account or a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27c1.29c1.t", "name": "Sent or received domestic remittances: in person and in cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, and sent or received it in-person and in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27c1.29c1.t.s", "name": "Sent or received domestic remittances: in person and in cash only (% of senders and recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, the percentage who report sending or receiving the money in-person and in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27c1.t", "name": "Sent domestic remittances: delivered in person and in cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country, and who delivered that money only by handing cash to the recipient or sending it through someone they know.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27c1.t.s", "name": "Sent domestic remittances: delivered in person and in cash only (% of senders, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country, the percentage who report doing so only by handing cash to the recipient or sending it through someone they know.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27c2.29c2.t", "name": "Sent or received domestic remittances: through a money transfer service (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, and sent or received it over-the-counter in a branch of their financial institution; through a mobile banking agent; or through a money transfer service.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27c2.29c2.t.s", "name": "Sent or received domestic remittances: through a money transfer service (% of senders and recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally sending or receiving any of their money in the past 12 months to or from a relative or friend living in a different area of their country, the percentage who report sending or receiving the money over the counter in a branch of their financial institution, through a mobile banking agent, or through a money transfer service.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27c2.t", "name": "Sent domestic remittances: through a money transfer service (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country, and sent it over-the-counter in a branch of their financial institution; through a mobile banking agent; or through a money transfer service.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin27c2.t.s", "name": "Sent domestic remittances: through a money transfer service (% of senders, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting personally sending any of their money in the past year to a relative or friend living in a different area of their country, the percentage who report sending it over-the-counter in a branch of their financial institution; through a mobile banking agent; or through a money transfer service.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d", "name": "Received domestic remittances (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.1", "name": "Received domestic remittances, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.10", "name": "Received domestic remittances, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.11", "name": "Received domestic remittances, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.12", "name": "Received domestic remittances, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.2", "name": "Received domestic remittances, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.3", "name": "Received domestic remittances, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.4", "name": "Received domestic remittances, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.5", "name": "Received domestic remittances, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.6", "name": "Received domestic remittances, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.7", "name": "Received domestic remittances, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.8", "name": "Received domestic remittances, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin28.t.d.9", "name": "Received domestic remittances, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin29.t", "name": "Received domestic remittances: into an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country, and received it into a financial institution account or a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin29.t.s", "name": "Received domestic remittances: into an account (% of recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country, the percentage who report receiving it into a financial institution account or a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin29c1.t", "name": "Received domestic remittances: in person and in cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country only by having cash handed to them by that person or by someone else they know.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin29c1.t.s", "name": "Received domestic remittances: in person and in cash only (% of recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting personally receiving any money in the past year from a relative or friend living in a different area of their country, the percentage who report receiving it only by having cash handed to them by that person or by someone else they know.", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin29c2.t", "name": "Received domestic remittances: through a money transfer service (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country--and received it over-the-counter in a branch of their financial institution; through a mobile banking agent; or through a money transfer service.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin29c2.t.s", "name": "Received domestic remittances: through a money transfer service (% of recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting personally receiving any money in the past year from a relative or friend living in a different area of their country, the percentage who report receiving it over-the-counter in a branch of their financial institution; through a mobile banking agent; or through a money transfer service.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.acc.t", "name": "Made a utility payment: using an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year directly from a financial institution account or by using a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.acc.t.s", "name": "Made a utility payment: using an account (% who paid utility bills, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting personally making regular payments for water, electricity, or trash collection in the past year, the percentage who report making these payments directly from a financial institution account or by using a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d", "name": "Made a utility payment (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.1", "name": "Made a utility payment, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.10", "name": "Made a utility payment, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.11", "name": "Made a utility payment, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.12", "name": "Made a utility payment, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.2", "name": "Made a utility payment, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.3", "name": "Made a utility payment, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.4", "name": "Made a utility payment, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.5", "name": "Made a utility payment, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.6", "name": "Made a utility payment, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.7", "name": "Made a utility payment, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.8", "name": "Made a utility payment, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin30.t.d.9", "name": "Made a utility payment, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin31a.t", "name": "Made a utility payment: using a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year directly from a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin31a.t.s", "name": "Made a utility payment: using a financial institution account (% who paid utility bills, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting personally making regular payments for water, electricity, or trash collection in the past year, the percentage who report making these payments directly from a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin31b.t", "name": "Made a utility payment: using a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year using a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin31b.t.s", "name": "Made a utility payment: using a mobile phone (% who paid utility bills, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting personally making regular payments for water, electricity, or trash collection in the past year, the percentage who report making these payments using a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin31b1", "name": "Made a utility payment: using an account for the first time after COVID-19 started (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection and did so using a financial institution account, a mobile phone, or a debit or credit card for the first time after COVID-19 started.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin31c.t", "name": "Made a utility payment: using cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year using cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin31c.t.s", "name": "Made a utility payment: using cash only (% who paid utility bills, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting personally making regular payments for water, electricity, or trash collection in the past year, the percentage who report making these payments using cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.34a.t", "name": "Received public sector wages: into a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who report receiving that money directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.34a.t.s", "name": "Received public sector wages: into a financial institution account (% of public sector wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.34b.t", "name": "Received public sector wages: through a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.34b.t.s", "name": "Received public sector wages: through a mobile phone (% of public sector wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.34d.t", "name": "Received public sector wages: in cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.34d.t.s", "name": "Received public sector wages: in cash only (% of public sector wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.34e.t", "name": "Received public sector wages: to a card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received that money directly to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.34e.t.s", "name": "Received public sector wages: to a card (% of public sector wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.acc.35", "name": "Received public sector wages into an account: paid higher than expected fees (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report paying higher fees than expected to receive public sector salary or wages.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.acc.35.s", "name": "Received public sector wages into an account: paid higher than expected fees (% who received public sector wages into an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents receiving public sector wages into an account, the percentage who report paying higher fees than expected to receive them.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.acc.t", "name": "Received public sector wages: into an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money directly into a financial institution account, into a card, or into a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.acc.t.s", "name": "Received public sector wages: into an account (% of public sector wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account, into a card, or into a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d", "name": "Received public sector wages (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.1", "name": "Received public sector wages, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.10", "name": "Received public sector wages, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.11", "name": "Received public sector wages, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.12", "name": "Received public sector wages, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.2", "name": "Received public sector wages, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.3", "name": "Received public sector wages, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.4", "name": "Received public sector wages, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.5", "name": "Received public sector wages, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.6", "name": "Received public sector wages, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.7", "name": "Received public sector wages, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.8", "name": "Received public sector wages, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.33.t.d.9", "name": "Received public sector wages, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.34a.t", "name": "Received private sector wages: into a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.34a.t.s", "name": "Received private sector wages: into a financial institution account (% of private sector wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report being employed in the private sector and receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.34b.t", "name": "Received private sector wages: through a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.34b.t.s", "name": "Received private sector wages: through a mobile phone (% of private sector wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting being employed in the private sector and receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.34d.t", "name": "Received private sector wages: in cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.34d.t.s", "name": "Received private sector wages: in cash only (% of private sector wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.34e.t", "name": "Received private sector wages: to a card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.34e.t.s", "name": "Received private sector wages: to a card (% of private sector wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.acc.35", "name": "Received private sector wages into an account: paid higher than expected fees (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report paying higher fees than expected to receive private sector salary or wages.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.acc.35.s", "name": "Received private sector wages into an account: paid higher than expected fees (% who received private sector wages into an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents receiving private sector wages into an account, the percentage who report paying higher fees than expected to receive them.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.acc.t", "name": "Received private sector wages: into an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.acc.t.s", "name": "Received private sector wages: into an account (% of private sector wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d", "name": "Received private sector wages (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.1", "name": "Received private sector wages, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.10", "name": "Received private sector wages, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.11", "name": "Received private sector wages, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.12", "name": "Received private sector wages, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.2", "name": "Received private sector wages, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.3", "name": "Received private sector wages, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.4", "name": "Received private sector wages, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.5", "name": "Received private sector wages, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.6", "name": "Received private sector wages, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.7", "name": "Received private sector wages, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.8", "name": "Received private sector wages, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.n33.t.d.9", "name": "Received private sector wages, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d", "name": "Received wages (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.1", "name": "Received wages, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.10", "name": "Received wages, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.11", "name": "Received wages, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.12", "name": "Received wages, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.2", "name": "Received wages, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.3", "name": "Received wages, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.4", "name": "Received wages, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.5", "name": "Received wages, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.6", "name": "Received wages, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.7", "name": "Received wages, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.8", "name": "Received wages, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin32.t.d.9", "name": "Received wages, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d", "name": "Paid school fees (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.1", "name": "Paid school fees, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.10", "name": "Paid school fees, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.11", "name": "Paid school fees, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.12", "name": "Paid school fees, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.2", "name": "Paid school fees, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.3", "name": "Paid school fees, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.4", "name": "Paid school fees, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.5", "name": "Paid school fees, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.6", "name": "Paid school fees, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.7", "name": "Paid school fees, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.8", "name": "Paid school fees, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin33.2014.d.9", "name": "Paid school fees, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin34a.2014", "name": "Paid school fees: using cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that they personally made regular payments for school fees in the past year using cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34a.2014.s", "name": "Paid school fees: using cash only (% paying school fees, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting that they personally made regular payments for school fees in the past year, the percentage who report making these payments using cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34a.34b.34e.t", "name": "Received wages: into an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received it directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34a.34b.34e.t.s", "name": "Received wages: into an account (% of wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34a.t", "name": "Received wages: into a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received it directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34a.t.s", "name": "Received wages: into a financial institution account (% of wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34b.2014", "name": "Paid school fees: using a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year directly from a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34b.2014.acc", "name": "Paid school fees: using an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year directly from a financial institution account or using a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34b.2014.acc.s", "name": "Paid school fees: using an account (% paying school fees, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting that they personally made regular payments for school fees in the past year, the percentage who report making these payments directly from a financial institution account or using a mobile money account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34b.2014.s", "name": "Paid school fees: using a financial institution account (% paying school fees, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting that they personally made regular payments for school fees in the past year, the percentage who report making these payments directly from a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34b.t", "name": "Received wages: through a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received it through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34b.t.s", "name": "Received wages: through a mobile phone (% of wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34c.2014", "name": "Paid school fees: using a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally making regular payments for school fees in the past year using a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34c.2014.s", "name": "Paid school fees: using a mobile phone (% paying school fees, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting that they personally made regular payments for school fees in the past year, the percentage who report making these payments using a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34d.t", "name": "Received wages: in cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received it in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34d.t.s", "name": "Received wages: in cash only (% of wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34e.t", "name": "Received wages: to a card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received it directly to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin34e.t.s", "name": "Received wages: to a card (% of wage recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents reporting receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin35", "name": "Received wages into an account: paid higher than expected fees (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report paying higher fees than expected to receive a salary or wages.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin35.s", "name": "Received wages into an account: paid higher than expected fees (% who received wages into an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents receiving wages into an account, the percentage who report paying higher fees than expected to receive them.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.39a.t", "name": "Received government transfer or pension: into financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any government transfer or pension from the government in the past year into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.39a.t.s", "name": "Received government transfer or pension: into financial institution account (% of government transfer or pension recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving any government transfer or pension from the government in the past year, the percentage who report receiving this payment into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.39b.t", "name": "Received government transfer or pension: through a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any government transfer or pension from the government in the past year through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.39b.t.s", "name": "Received government transfer or pension: through a mobile phone (% of government transfer or pension recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving any government transfer or pension from the government in the past year, the percentage who report receiving this payment through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.39d.t", "name": "Received government transfer or pension: cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a government transfer or pension in the past year in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.39d.t.s", "name": "Received government transfer or pension: in cash only (% of government transfer or pension recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving a government transfer or pension from the government in the past year, the percentage who report receiving the payment in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.39e.t", "name": "Received government transfer or pension: to a card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a government transfer or pension in the past year into a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.39e.t.s", "name": "Received government transfer or pension: to a card (% of government transfer or pension recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving a government transfer or pension from the government in the past year, the percentage who report receiving the payment into a card", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.acc.t", "name": "Received government transfer or pension: into an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.acc.t.s", "name": "Received government transfer or pension: into an account (% of government transfer or pension recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving any transfer or pension from the government in the past year, the percentage who report receiving this transfer or pension into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d", "name": "Received government transfer or pension (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.1", "name": "Received government transfer or pension, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.10", "name": "Received government transfer or pension, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.11", "name": "Received government transfer or pension, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.12", "name": "Received government transfer or pension, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.2", "name": "Received government transfer or pension, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.3", "name": "Received government transfer or pension, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.4", "name": "Received government transfer or pension, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.5", "name": "Received government transfer or pension, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.6", "name": "Received government transfer or pension, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.7", "name": "Received government transfer or pension, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.8", "name": "Received government transfer or pension, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.38.t.d.9", "name": "Received government transfer or pension, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.39a.t", "name": "Received government transfer: into a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.39a.t.s", "name": "Received government transfer: into a financial institution account (% of government transfer recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving any transfer from the government in the past year, the percentage who report receiving this transfer directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.39b.t", "name": "Received government transfer: through a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.39b.t.s", "name": "Received government transfer: through a mobile phone (% of government transfer recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving any transfer from the government in the past year, the percentage who report receiving this transfer through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.39d.t", "name": "Received government transfer: cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.39d.t.s", "name": "Received government transfer: cash only (% of government transfer recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving any transfer from the government in the past year, the percentage who report receiving this transfer in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.39e.t", "name": "Received government transfer: to a card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year into a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.39e.t.s", "name": "Received government transfer: to a card (% of government transfer recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving any transfer from the government in the past year, the percentage who report receiving this transfer into a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.acc.t", "name": "Received government transfer: into an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.acc.t.s", "name": "Received government transfer: into an account (% of government transfer recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving any transfer from the government in the past year, the percentage who report receiving this transfer directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d", "name": "Received government transfer (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.1", "name": "Received government transfer, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.10", "name": "Received government transfer, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.11", "name": "Received government transfer, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.12", "name": "Received government transfer, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.2", "name": "Received government transfer, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.3", "name": "Received government transfer, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.4", "name": "Received government transfer, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.5", "name": "Received government transfer, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.6", "name": "Received government transfer, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.7", "name": "Received government transfer, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.8", "name": "Received government transfer, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin37.t.d.9", "name": "Received government transfer, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.39a.t", "name": "Received a public sector pension: into a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.39a.t.s", "name": "Received a public sector pension: into a financial institution account (% of public sector pension recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving a pension from the government, military, or public sector in the past year, the percentage who report receiving the pension directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.39b.t", "name": "Received a public sector pension: through a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.39b.t.s", "name": "Received a public sector pension: through a mobile phone (% of public sector pension recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving a pension from the government, military, or public sector in the past year, the percentage who report receiving the pension through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.39d.t", "name": "Received a public sector pension: in cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.39d.t.s", "name": "Received a public sector pension: in cash only (% of public sector pension recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving a pension from the government, military, or public sector in the past year, the percentage who report receiving the pension in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.39e.t", "name": "Received a public sector pension: to a card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.39e.t.s", "name": "Received a public sector pension: to a card (% of public sector pension recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving a pension from the government, military, or public sector in the past year, the percentage who report receiving the pension to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.acc.t", "name": "Received a public sector pension: into an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.acc.t.s", "name": "Received a public sector pension: into an account (% of public sector pension recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving a pension from the government, military, or public sector in the past year, the percentage who report receiving the pension directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d", "name": "Received a public sector pension (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.1", "name": "Received a public sector pension, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.10", "name": "Received a public sector pension, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.11", "name": "Received a public sector pension, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.12", "name": "Received a public sector pension, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.2", "name": "Received a public sector pension, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.3", "name": "Received a public sector pension, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.4", "name": "Received a public sector pension, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.5", "name": "Received a public sector pension, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.6", "name": "Received a public sector pension, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.7", "name": "Received a public sector pension, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.8", "name": "Received a public sector pension, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin38.t.d.9", "name": "Received a public sector pension, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin4.8.t", "name": "Used a debit or credit card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card to make a purchase in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin4.t", "name": "Used a debit card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using their own debit card to make a purchase in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin4_t_d", "name": "Used a debit or credit card to make a purchase in the past year (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin42.t.d", "name": "Received payments for the sale of agricultural products, livestock, or crops (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.1", "name": "Received payments for the sale of agricultural products, livestock, or crops, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.10", "name": "Received payments for the sale of agricultural products, livestock, or crops, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.11", "name": "Received payments for the sale of agricultural products, livestock, or crops, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.12", "name": "Received payments for the sale of agricultural products, livestock, or crops, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.2", "name": "Received payments for the sale of agricultural products, livestock, or crops, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.3", "name": "Received payments for the sale of agricultural products, livestock, or crops, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.4", "name": "Received payments for the sale of agricultural products, livestock, or crops, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin42.t.d.5", "name": "Received payments for the sale of agricultural products, livestock, or crops, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.6", "name": "Received payments for the sale of agricultural products, livestock, or crops, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.7", "name": "Received payments for the sale of agricultural products, livestock, or crops, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.8", "name": "Received payments for the sale of agricultural products, livestock, or crops, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin42.t.d.9", "name": "Received payments for the sale of agricultural products, livestock, or crops, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin43.acc.t", "name": "Received payments for agricultural products: into an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin43.acc.t.s", "name": "Received payments for agricultural products: into an account (% of agricultural payment recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year, the percentage who report receiving this money directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin43a.t", "name": "Received payments for agricultural products: into a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin43a.t.s", "name": "Received payments for agricultural products: into a financial institution account (% of agricultural payment recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year, the percentage who report receiving this money directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin43b.t", "name": "Received payments for agricultural products: through a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin43b.t.s", "name": "Received payments for agricultural products: through a mobile phone (% payment recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year, the percentage who report receiving this money through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin43d.t", "name": "Received payments for agricultural products: in cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin43d.t.s", "name": "Received payments for agricultural products: in cash only (% of agricultural payment recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year, the percentage who report receiving this money in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin43e.t", "name": "Received payments for agricultural products: to a card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin43e.t.s", "name": "Received payments for agricultural products: to a card (% of agricultural payment recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year, the percentage who report receiving this money to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d", "name": "Worried about not having enough money for old age: very worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.1", "name": "Worried about not having enough money for old age: very worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.10", "name": "Worried about not having enough money for old age: very worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.11", "name": "Worried about not having enough money for old age: very worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.12", "name": "Worried about not having enough money for old age: very worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.2", "name": "Worried about not having enough money for old age: very worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.3", "name": "Worried about not having enough money for old age: very worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.4", "name": "Worried about not having enough money for old age: very worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.5", "name": "Worried about not having enough money for old age: very worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.6", "name": "Worried about not having enough money for old age: very worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.7", "name": "Worried about not having enough money for old age: very worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.8", "name": "Worried about not having enough money for old age: very worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a1.d.9", "name": "Worried about not having enough money for old age: very worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money for old age, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d", "name": "Worried about not having enough money for old age: somewhat worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.1", "name": "Worried about not having enough money for old age: somewhat worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.10", "name": "Worried about not having enough money for old age: somewhat worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.11", "name": "Worried about not having enough money for old age: somewhat worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.12", "name": "Worried about not having enough money for old age: somewhat worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.2", "name": "Worried about not having enough money for old age: somewhat worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.3", "name": "Worried about not having enough money for old age: somewhat worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.4", "name": "Worried about not having enough money for old age: somewhat worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.5", "name": "Worried about not having enough money for old age: somewhat worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.6", "name": "Worried about not having enough money for old age: somewhat worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.7", "name": "Worried about not having enough money for old age: somewhat worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.8", "name": "Worried about not having enough money for old age: somewhat worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a2.d.9", "name": "Worried about not having enough money for old age: somewhat worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not having enough money for old age, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d", "name": "Worried about not having enough money for old age: not worried at all (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.1", "name": "Worried about not having enough money for old age: not worried at all, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.10", "name": "Worried about not having enough money for old age: not worried at all, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.11", "name": "Worried about not having enough money for old age: not worried at all, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.12", "name": "Worried about not having enough money for old age: not worried at all, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.2", "name": "Worried about not having enough money for old age: not worried at all, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.3", "name": "Worried about not having enough money for old age: not worried at all, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.4", "name": "Worried about not having enough money for old age: not worried at all, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.5", "name": "Worried about not having enough money for old age: not worried at all, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.6", "name": "Worried about not having enough money for old age: not worried at all, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.7", "name": "Worried about not having enough money for old age: not worried at all, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.8", "name": "Worried about not having enough money for old age: not worried at all, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44a3.d.9", "name": "Worried about not having enough money for old age: not worried at all, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money for old age, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.1", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.10", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.11", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.12", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.2", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.3", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.4", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.5", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.6", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.7", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.8", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b1.d.9", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: very worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.1", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.10", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.11", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.12", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.2", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.3", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.4", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.5", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.6", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.7", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.8", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b2.d.9", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: somewhat worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.1", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.10", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.11", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.12", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.2", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.3", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.4", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.5", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.6", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.7", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.8", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44b3.d.9", "name": "Worried about not being able to pay for medical costs in case of a serious illness or accident: not worried at all, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d", "name": "Worried about not having enough money for monthly expenses or bills: very worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.1", "name": "Worried about not having enough money for monthly expenses or bills: very worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.10", "name": "Worried about not having enough money for monthly expenses or bills: very worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.11", "name": "Worried about not having enough money for monthly expenses or bills: very worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.12", "name": "Worried about not having enough money for monthly expenses or bills: very worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.2", "name": "Worried about not having enough money for monthly expenses or bills: very worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.3", "name": "Worried about not having enough money for monthly expenses or bills: very worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin44c1.d.4", "name": "Worried about not having enough money for monthly expenses or bills: very worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.5", "name": "Worried about not having enough money for monthly expenses or bills: very worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.6", "name": "Worried about not having enough money for monthly expenses or bills: very worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.7", "name": "Worried about not having enough money for monthly expenses or bills: very worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.8", "name": "Worried about not having enough money for monthly expenses or bills: very worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c1.d.9", "name": "Worried about not having enough money for monthly expenses or bills: very worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.1", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.10", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.11", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.12", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.2", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.3", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.4", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.5", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.6", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.7", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.8", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c2.d.9", "name": "Worried about not having enough money for monthly expenses or bills: somewhat worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.1", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.10", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.11", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.12", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.2", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.3", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.4", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.5", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.6", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.7", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.8", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44c3.d.9", "name": "Worried about not having enough money for monthly expenses or bills: not worried at all, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d", "name": "Worried about not being able to pay school fees or fees for education: very worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.1", "name": "Worried about not being able to pay school fees or fees for education: very worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.10", "name": "Worried about not being able to pay school fees or fees for education: very worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.11", "name": "Worried about not being able to pay school fees or fees for education: very worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.12", "name": "Worried about not being able to pay school fees or fees for education: very worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.2", "name": "Worried about not being able to pay school fees or fees for education: very worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.3", "name": "Worried about not being able to pay school fees or fees for education: very worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.4", "name": "Worried about not being able to pay school fees or fees for education: very worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.5", "name": "Worried about not being able to pay school fees or fees for education: very worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.6", "name": "Worried about not being able to pay school fees or fees for education: very worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.7", "name": "Worried about not being able to pay school fees or fees for education: very worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.8", "name": "Worried about not being able to pay school fees or fees for education: very worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d1.d.9", "name": "Worried about not being able to pay school fees or fees for education: very worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried about not being able to pay school fees or fees for education, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.1", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.10", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.11", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.12", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.2", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.3", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.4", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.5", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.6", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.7", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.8", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d2.d.9", "name": "Worried about not being able to pay school fees or fees for education: somewhat worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d", "name": "Worried about not being able to pay school fees or fees for education: not worried at all (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.1", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.10", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.11", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.12", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.2", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.3", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.4", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.5", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.6", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.7", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.8", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin44d3.d.9", "name": "Worried about not being able to pay school fees or fees for education: not worried at all, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.1", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.10", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.11", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.12", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.2", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.3", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.4", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.5", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.6", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.7", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.8", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.1.d.9", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: very worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.1", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.10", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.11", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.12", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.2", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.3", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.4", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.5", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.6", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.7", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.8", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.2.d.9", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: somewhat worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.1", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.10", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "fin45.1.3.d.11", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.12", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.2", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.3", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.4", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.5", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.6", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.7", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.8", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1.3.d.9", "name": "Experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19: not worried, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d", "name": "Most worrying financial issue: money for old age (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.1", "name": "Most worrying financial issue: money for old age, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.10", "name": "Most worrying financial issue: money for old age, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.11", "name": "Most worrying financial issue: money for old age, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.12", "name": "Most worrying financial issue: money for old age, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.2", "name": "Most worrying financial issue: money for old age, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.3", "name": "Most worrying financial issue: money for old age, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.4", "name": "Most worrying financial issue: money for old age, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.5", "name": "Most worrying financial issue: money for old age, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.6", "name": "Most worrying financial issue: money for old age, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.7", "name": "Most worrying financial issue: money for old age, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.8", "name": "Most worrying financial issue: money for old age, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.1M.d.9", "name": "Most worrying financial issue: money for old age, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial worry is that they won't have enough money for old age, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.1", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.10", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.11", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.12", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.2", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.3", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.4", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.5", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.6", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.7", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.8", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.2M.d.9", "name": "Most worrying financial issue: paying for medical costs in case of a serious illness or accident, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d", "name": "Most worrying financial issue: money to pay for monthly expenses or bills (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.1", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.10", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.11", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.12", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.2", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.3", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.4", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.5", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.6", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.7", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.8", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.3M.d.9", "name": "Most worrying financial issue: money to pay for monthly expenses or bills, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d", "name": "Most worrying financial issue: paying school or education fees (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.1", "name": "Most worrying financial issue: paying school or education fees, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.10", "name": "Most worrying financial issue: paying school or education fees, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.11", "name": "Most worrying financial issue: paying school or education fees, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.12", "name": "Most worrying financial issue: paying school or education fees, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.2", "name": "Most worrying financial issue: paying school or education fees, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.3", "name": "Most worrying financial issue: paying school or education fees, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.4", "name": "Most worrying financial issue: paying school or education fees, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.5", "name": "Most worrying financial issue: paying school or education fees, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.6", "name": "Most worrying financial issue: paying school or education fees, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.7", "name": "Most worrying financial issue: paying school or education fees, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.8", "name": "Most worrying financial issue: paying school or education fees, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin45.4M.d.9", "name": "Most worrying financial issue: paying school or education fees, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin48_a", "name": "Has a national identity card (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin48_a_1", "name": "Has a national identity card, female (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin48_a_2", "name": "Has a national identity card, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin48_a_3", "name": "Has a national identity card, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin48_a_4", "name": "Has a national identity card, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin48_a_5", "name": "Has a national identity card (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin48_a_6", "name": "Has a national identity card (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin48_a_7", "name": "Has a national identity card (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin4a", "name": "Used a debit card in-store (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit card to pay for a purchase in a store.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin4a.8a", "name": "Uses a debit or credit card: in-store (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card to pay for a purchase in a store.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin4a.8a.14.1", "name": "Made a digital in-store merchant payment (age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin4a.8a.s", "name": "Used a debit or credit card: in-store (% who use a credit or debit card, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report using a credit or debit card in the past year, the percentage who used it to pay for a purchase in a store.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin4a.s", "name": "Used a debit card: in-store (% who used a debit card, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report using a debit card, the percentage who used it to pay for a purchase in a store.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5", "name": "Use a mobile phone or the internet to make payments, buy things, or to send or receive money using a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to make payments, buy things, or to send or receive money using a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d", "name": "Used a mobile phone or the internet to access an account(% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.1", "name": "Used a mobile phone or the internet to access an account, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.10", "name": "Used a mobile phone or the internet to access an account, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.11", "name": "Used a mobile phone or the internet to access an account, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.12", "name": "Used a mobile phone or the internet to access an account, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.2", "name": "Used a mobile phone or the internet to access an account, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.3", "name": "Used a mobile phone or the internet to access an account, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.4", "name": "Used a mobile phone or the internet to access an account, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.5", "name": "Used a mobile phone or the internet to access an account, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.6", "name": "Used a mobile phone or the internet to access an account, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.7", "name": "Used a mobile phone or the internet to access an account, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.8", "name": "Used a mobile phone or the internet to access an account, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.9", "name": "Used a mobile phone or the internet to access an account, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.2017.d.s", "name": "Used a mobile phone or the internet to access an account (% with an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with an account, the percentage who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.a.2017", "name": "Used a mobile phone or the internet to access a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.a.2017.s", "name": "Used a mobile phone or the internet to access a financial institution account (% with a financial institution account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with a financial institution account, the percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin5.s", "name": "Use a mobile phone or the internet to make payments, buy things, or to send or receive money using a financial institution account (% with a financial institution account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with a financial institution account, the percentage of respondents who report using a mobile phone or the Internet to make payments, buy things, or to send or receive money using a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin6.t", "name": "Used a mobile phone or the internet to check account balance(% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile phone or the Internet to check their balance for a financial institution account in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin6.t.s", "name": "Used a mobile phone or the internet to check account balance(% with a financial institution account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with a financial institution account, the percentage of respondents who report using a mobile phone or the Internet to check their balance for a financial institution account in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin6_a", "name": "Used a mobile phone or the internet to check account balance in the past year (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin6_a_1", "name": "Used a mobile phone or the internet to check account balance in the past year, female  (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin6_a_2", "name": "Used a mobile phone or the internet to check account balance in the past year, male (% age 15+)\"", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin6_a_3", "name": "Used a mobile phone or the internet to check account balance in the past year, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin6_a_4", "name": "Used a mobile phone or the internet to check account balance in the past year, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "fin6_a_5", "name": "Used a mobile phone or the internet to check account balance in the past year (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin6_a_6", "name": "Used a mobile phone or the internet to check account balance in the past year (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin6_a_7", "name": "Used a mobile phone or the internet to check account balance in the past year (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "fin68a.2011", "name": "Used checks to make payments(% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a financial institution account and using checks to make payments in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d", "name": "Owns a credit card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.1", "name": "Owns a credit card, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.10", "name": "Owns a credit card, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.11", "name": "Owns a credit card, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.12", "name": "Owns a credit card, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.2", "name": "Owns a credit card, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.3", "name": "Owns a credit card, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.4", "name": "Owns a credit card, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.5", "name": "Owns a credit card, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.6", "name": "Owns a credit card, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.7", "name": "Owns a credit card, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.8", "name": "Owns a credit card, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin7.t.d.9", "name": "Owns a credit card, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having a credit card, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin8.t", "name": "Used a credit card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using their own credit card in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin8a", "name": "Used a credit card: in-store (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a credit card to pay for a purchase in a store.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin8a.s", "name": "Used a credit card: in-store (% who used a credit card, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report using a credit card in the past year, the percentage who used it to pay for a purchase in a store.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin8b", "name": "Paid off all credit card balances in full by their due date (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report they paid off all credit card balances in full by their due date.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin8b.s", "name": "Paid off all credit card balances in full by their due date (% who used a credit card, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among repondents who used a credit card in the past year, the percentage who report that they paid off all credit card balances in full by their due date.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9.t.s", "name": "Made a deposit (% with a financial institution account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with a financial institution account, the percentage who report making one or more deposits into their account in the past year. This includes cash, electronic deposits, or any transfer of money into the account by the respondent, an employer, or another person or institution.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9a", "name": "Deposited money into a financial institution account 2 or more times a month (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that money was deposited two or more times per month into their financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9a.s", "name": "Deposited money into a financial institution account 2 or more times a month (% who had deposited money, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report that money was deposited into their financial institution account, the percentage who report doing so two or more times per month.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d", "name": "Has an inactive account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.1", "name": "Has an inactive account, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.10", "name": "Has an inactive account, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.11", "name": "Has an inactive account, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.12", "name": "Has an inactive account, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.2", "name": "Has an inactive account, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.3", "name": "Has an inactive account, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.4", "name": "Has an inactive account, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.5", "name": "Has an inactive account, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.6", "name": "Has an inactive account, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.7", "name": "Has an inactive account, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.8", "name": "Has an inactive account, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.d.9", "name": "Has an inactive account, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fin9N.10N.t.s", "name": "Has an inactive account (% with an account, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents with an account, the percentage who report neither a deposit into nor a withdrawal from their account in the past year. This includes making or receiving any kind of digital payment.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.acc.t", "name": "Received government payments: into an account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.acc.t.s", "name": "Received government payments: into an account (% of government payment recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year, the percentage who report receiving the payments directly into a financial institution account, into a card, or through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.card.t", "name": "Received government payments: to a card (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.card.t.s", "name": "Received government payments: to a card (% of government payment recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year, the percentage who report receiving the payments to a card.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.cash.t", "name": "Received government payments: in cash only (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.cash.t.s", "name": "Received government payments: in cash only (% of government payment recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year, the percentage who report receiving the payments in cash only.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.fin.t", "name": "Received government payments: into a financial institution account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.fin.t.s", "name": "Received government payments: into a financial institution account (% of government payment recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year, the percentage who report receiving the payments directly into a financial institution account.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.mob.t", "name": "Received government payments: through a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.mob.t.s", "name": "Received government payments: through a mobile phone (% of government payment recipients, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year, the percentage who report receiving the payments through a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d", "name": "Received government payments (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.1", "name": "Received government payments, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.10", "name": "Received government payments, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.11", "name": "Received government payments, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.12", "name": "Received government payments, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.2", "name": "Received government payments, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.3", "name": "Received government payments, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.4", "name": "Received government payments, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.5", "name": "Received government payments, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.6", "name": "Received government payments, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.7", "name": "Received government payments, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.8", "name": "Received government payments, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "fing2p.t.d.9", "name": "Received government payments, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "FM.ASC.DOMO.CN", "name": "Claims on private sector, flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Change in domestic credit to the private sector covers changes in claims on private non-financial corporations, households, and non-profit institutions. Data; Annual flow, local currencies.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.ASC.DOMS.CN", "name": "Net domestic credit, flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net domestic credit is the sum of net credit to the non financial public sector, credit to the private sector, and other accounts. Data are in current local currency. ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.ASC.DOMS.ZS", "name": "Net domestic credit as % of M2 (annual % change)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.ASC.GOVT.CN", "name": "Net domestic credit to government, flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Change in domestic credit  to government includes changes in net claims on central government, and changes in claims on  state and local government as well as on non-financial public corporations. Data; Annual flow, local currencies.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.ASC.GOVT.ZS", "name": "Claims on governments, etc. as % of M2 (annual % change)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.ASC.NCGV.CN", "name": "Claims on central government, flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net domestic credit to government budget. Data are in current local currencies. AF stands for annual flow.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.ASC.NFGD.CN", "name": "Total assets, flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Change in liabilities consists of changes in money, quasi-money and other liabilities, net. Data; Annual flow, local currencies.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.ASC.NFRG.CN", "name": "Net foreign assets, flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net foreign assets are the sum of foreign assets held by monetary authorities and deposit money banks, less their foreign liabilities. Data are in current local currency.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.ASC.NFRG.ZS", "name": "Net foreign assets as % of M2 (annual % change)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.ASC.OFFO.CN", "name": "Claims on other official entities, flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net domestic credit to other official entities of government. Data are in current local currencies.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.ASC.OFIN.CN", "name": "Claims on nonmonetary financial institutions, flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net domestic credit  to other financial institutions (non-governmental). Data are in current local currencies. ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.ASC.PRVT.ZS", "name": "Claims on private sector as % of M2 (annual % change)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.ASC.TOTP.CN", "name": "Claims on private sector and other financial institutions, flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net domestic credit to Rest of the economy (excludes government). Data are in current local currencies.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.AST.CGOV.ZG.M3", "name": "Claims on central government (annual growth as % of broad money)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Claims on central government (IFS line 32AN..ZK) include loans to central government institutions net of deposits.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.AST.DOMO.CN", "name": "Net domestic credit to private sector, stock (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Claims on other sectors of the domestic economy (IFS line 32S..ZK) include gross credit from the financial system to households, nonprofit institutions serving households, nonfinancial corporations, state and local governments, and social security funds.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.AST.DOMO.ZG.M3", "name": "Claims on other sectors of the domestic economy (annual growth as % of broad money)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Claims on other sectors of the domestic economy (IFS line 32S..ZK) include gross credit from the financial system to households, nonprofit institutions serving households, nonfinancial corporations, state and local governments, and social security funds.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.AST.DOMS.CN", "name": "Net domestic credit (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net domestic credit is the sum of net claims on the central government and claims on other sectors of the domestic economy (IFS line 32). Data are in current local currency.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.AST.GOVT.CN", "name": "Claims on governments and other public entities (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Claims on governments and other public entities (IFS line 32an + 32b + 32bx + 32c) usually comprise direct credit for specific purposes such as financing of the government budget deficit or loans to state enterprises, advances against future credit authorizations, and purchases of treasury bills and bonds, net of deposits by the public sector. Public sector deposits with the banking system also include sinking funds for the service of debt and temporary deposits of government revenues. Data are in current local currency.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.AST.GOVT.CN.ZS", "name": "Claims on governments and other public entities (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Claims on governments and other public entities (IFS line 32an + 32b + 32bx + 32c) usually comprise direct credit for specific purposes such as financing of the government budget deficit or loans to state enterprises, advances against future credit authorizations, and purchases of treasury bills and bonds, net of deposits by the public sector. Public sector deposits with the banking system also include sinking funds for the service of debt and temporary deposits of government revenues. Data are in current local currency.", "sourceOrganization": "\"International Monetary Fund.\r\"", "topics": []}
{"id": "FM.AST.GOVT.ZG.M2", "name": "Claims on governments, etc. (annual growth as % of M2)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Claims on governments and other public entities (IFS line 32an + 32b + 32bx + 32c) usually comprise direct credit for specific purposes such as financing of the government budget deficit or loans to state enterprises, advances against future credit authorizations, and purchases of treasury bills and bonds, net of deposits by the public sector. Public sector deposits with the banking system also include sinking funds for the service of debt and temporary deposits of government revenues. Money and quasi money (M2) comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.AST.NCGV.CN", "name": "Claims on central government (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Claims on the central government, net is defined as the central  governments direct financial obligations to the country\u2019s financial institutions less any claims the central government has on those  institutions.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.AST.NFGD.CN", "name": "Total assets (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Liabilities consists of money, quasi-money and other liabilities, net, end of year stocks.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.AST.NFRG.CD", "name": "Net foreign assets (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net foreign assets are the sum of foreign assets held by monetary authorities and deposit money banks, less their foreign liabilities. Data are in current U.S. dollars. ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.AST.NFRG.CN", "name": "Net foreign assets (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net foreign assets are the sum of foreign assets held by monetary authorities and deposit money banks, less their foreign liabilities. Data are in current local currency.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.AST.OFFO.CN", "name": "Net domestic credit to other official entities, stock (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net domestic credit to other official entities of government. Data are in current local currencies. ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.AST.OFIN.CN", "name": "Net domestic credit to other private financial institutions, stock (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net domestic credit to other financial institutions of the Rest of the economy (excludes government). Data are in current local currencies. ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.AST.PRVT.CN", "name": "Banking survey: claims on private sector (net) (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Claims on private sector (IFS line 32D..ZK or 32D..ZF) include gross credit from the financial system to individuals, enterprises, nonfinancial public entities not included under net domestic credit, and financial institutions not included elsewhere.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.AST.PRVT.GD.ZS", "name": "Monetary Sector credit to private sector (% GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Domestic credit to private sector refers to financial resources provided to the private sector, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.AST.PRVT.ZG.M2", "name": "Claims on private sector (annual growth as % of M2)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Claims on private sector (IFS line 32d) include gross credit from the financial system to individuals, enterprises, nonfinancial public entities not included under net domestic credit, and financial institutions not included elsewhere. Money and quasi money (M2) comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.AST.PRVT.ZG.M3", "name": "Claims on private sector (annual growth as % of broad money)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Claims on private sector (IFS line 32D..ZK or 32D..ZF) include gross credit from the financial system to individuals, enterprises, nonfinancial public entities not included under net domestic credit, and financial institutions not included elsewhere.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.AST.PUBL.CN", "name": "Claims on governments and other public entities (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.AST.PUBL.ZG.M2", "name": "Claims on governments, etc. (annual growth as % of M2)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.AST.TOTP.CN", "name": "Net domestic credit to rest of economy, stock (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net domestic credit to Rest of the economy (excludes government). Data are in current local currencies. ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.LBC.MQMY.CN", "name": "Money and quasi money (M2), flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Money and quasi money (M2), flow (current LCU) is the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.LBC.XMQM.CN", "name": "Other liabilities excluding M2, flow (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Other liabilities excluding M2 (current LCU).  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.LBL.BMNY.CN", "name": "Broad money (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler\u2019s checks; and other securities such as certificates of deposit and commercial paper.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.LBL.BMNY.GD.ZS", "name": "Broad money (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler\u2019s checks; and other securities such as certificates of deposit and commercial paper.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.LBL.BMNY.IR.ZS", "name": "Broad money to total reserves ratio", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler\u2019s checks; and other securities such as certificates of deposit and commercial paper.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.LBL.BMNY.ZG", "name": "Broad money growth (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler\u2019s checks; and other securities such as certificates of deposit and commercial paper.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FM.LBL.DDPT.CN", "name": "Demand Deposits (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.LBL.MONY.CN", "name": "Money (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Money is the sum of currency outside banks and demand deposits other than those of central government. This series, frequently referred to as M1 is a narrower definition of money than M2. Data are in current local currency.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.LBL.MQMY.CN", "name": "Money and quasi money (M2) (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Money and quasi money comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government. This definition of money supply is frequently called M2; it corresponds to lines 34 and 35 in the International Monetary Fund's (IMF) International Financial Statistics (IFS). Data are in current local currency.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.LBL.MQMY.CN.WB", "name": "Money Supply, Broadly Defined (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.LBL.MQMY.GD.ZS", "name": "Money and quasi money (M2) as % of GDP", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Money and quasi money comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government. This definition of money supply is frequently called M2; it corresponds to lines 34 and 35 in the International Monetary Fund's (IMF) International Financial Statistics (IFS).", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.", "topics": []}
{"id": "FM.LBL.MQMY.GDP.ZS", "name": "Money and quasi money (M2) as % of GDP", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.LBL.MQMY.IR.ZS", "name": "Money and quasi money (M2) to total reserves ratio", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Money and quasi money comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government. This definition is frequently called M2; it corresponds to lines 34 and 35 in the International Monetary Fund's (IMF) International Financial Statistics (IFS). Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.LBL.MQMY.XD", "name": "Income velocity of money (GDP/M2)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.LBL.MQMY.ZG", "name": "Money and quasi money growth (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Average annual growth rate in money and quasi money. Money and quasi money comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government. This definition is frequently called M2; it corresponds to lines 34 and 35 in the International Monetary Fund's (IMF) International Financial Statistics (IFS). The change in the money supply is measured as the difference in end-of-year totals relative to the level of M2 in the preceding year.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.LBL.NBNK.CN", "name": "Currency Ouside Banks (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.LBL.QMNY.CN", "name": "Quasi money (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Quasi money refers to time, savings, and foreign currency deposits of resident sectors other than the central government.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FM.LBL.QMNY.CN.WB", "name": "Quasi-Monetary Liabilities (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.LBL.QMNY.GDP.ZS", "name": "Quasi-liquid liabilities (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.LBL.SEIG.GDP.ZS", "name": "Seignorage (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FM.LBL.XMQM.CN", "name": "Other liabilities excluding M2 (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Other liabilities excluding M2, flow (current LCU).  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FN.CRED.AGR.TOTL", "name": "Total Credit by Sector: Agriculture (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.BUS.TOTL", "name": "Total Credit by Sector: Business (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.CNSP.TOTL", "name": "Total Credit by Utilization: Consumption (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.CNST.TOTL", "name": "Total Credit by Sector: Construction (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.INVS.TOTL", "name": "Total credit by Utilization: Investment (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.MINQ.TOTL", "name": "Total Credit by Sector: Mining and Quarrying (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.MNF.TOTL", "name": "Total Credit by Sector: Manufacture (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.SRV.OTHR.TOTL", "name": "Total Credit by Sector: Other Services (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.SRV.SOCL.TOTL", "name": "Total Credit by Sector: Social Services (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.TRAD.TOTL", "name": "Total Credit by Sector: Trade (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.TRAN.TOTL", "name": "Total Credit by Sector: Transportation (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.UTL.TOTL", "name": "Total Credit by Sector: Utilities (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.CRED.WCAP.TOTL", "name": "Total Credit by Utilization: Working Capital (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.DPST.TOTL", "name": "Total Deposits (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FN.INR.CBIR", "name": "Central bank intervention rate (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Central bank intervention rate.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "FN.LOAN.CBK.TOTL", "name": "Total Commercial and Rural Banks Loans Rupiah and Foreign Currency (province level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "FP.CPI.TOTL", "name": "Consumer price index (2010 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Consumer price index reflects changes in the cost to the average consumer of acquiring a basket of goods and services that may be fixed or changed at specified intervals, such as yearly. The Laspeyres formula is generally used. Data are period averages.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FP.CPI.TOTL.ZG", "name": "Inflation, consumer prices (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Inflation as measured by the consumer price index reflects the annual percentage change in the cost to the average consumer of acquiring a basket of goods and services that may be fixed or changed at specified intervals, such as yearly. The Laspeyres formula is generally used.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}]}
{"id": "FP.FPI.TOTL", "name": "Food price index (2000 = 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Food price index is a subindex of the consumer price index.", "sourceOrganization": "United Nations, Statistical Yearbook and Monthly Bulletin of Statistics.", "topics": []}
{"id": "FP.FPI.TOTL.ZG", "name": "Inflation, food prices (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FP.WPI.TOTL", "name": "Wholesale price index (2010 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Wholesale price index refers to a mix of agricultural and industrial goods at various stages of production and distribution, including import duties. The Laspeyres formula is generally used.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FP.WPI.TOTL.ZG", "name": "Inflation, wholesale prices (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FR.INR.DPST", "name": "Deposit interest rate (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Deposit interest rate is the rate paid by commercial or similar banks for demand, time, or savings deposits. The terms and conditions attached to these rates differ by country, however, limiting their comparability.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FR.INR.DPST.DP", "name": "Real deposit interest rate (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Real interest rate is the lending interest rate adjusted for inflation as measured by the GDP deflator.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files using World Bank data on the GDP deflator.", "topics": []}
{"id": "FR.INR.GBND", "name": "Bond interest rate (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Bond interest rate (%).  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FR.INR.IMPL", "name": "International interest rate, implicit (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "International interest rate (implicit, %).  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "FR.INR.LEND", "name": "Lending interest rate (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Lending rate is the bank rate that usually meets the short- and medium-term financing needs of the private sector. This rate is normally differentiated according to creditworthiness of borrowers and objectives of financing. The terms and conditions attached to these rates differ by country, however, limiting their comparability.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FR.INR.LEND.DPST.DF", "name": "Interest rate spread (lending rate minus deposit)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FR.INR.LEND.LIBOR3.DF", "name": "Interest rate spread (lending rate minus LIBOR)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FR.INR.LNDP", "name": "Interest rate spread (lending rate minus deposit rate, %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Interest rate spread is the interest rate charged by banks on loans to private sector customers minus the interest rate paid by commercial or similar banks for demand, time, or savings deposits. The terms and conditions attached to these rates differ by country, however, limiting their comparability.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FR.INR.LNLB", "name": "Interest rate spread (lending rate minus LIBOR, %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FR.INR.MMKT", "name": "Money market rate (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Money market interest rate, IFS line 60b (%).  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FR.INR.RINR", "name": "Real interest rate (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Real interest rate is the lending interest rate adjusted for inflation as measured by the GDP deflator. The terms and conditions attached to lending rates differ by country, however, limiting their comparability.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files using World Bank data on the GDP deflator.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FR.INR.RISK", "name": "Risk premium on lending (lending rate minus treasury bill rate, %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Risk premium on lending is the interest rate charged by banks on loans to private sector customers minus the \"risk free\" treasury bill interest rate at which short-term government securities are issued or traded in the market. In some countries this spread may be negative, indicating that the market considers its best corporate clients to be lower risk than the government. The terms and conditions attached to lending rates differ by country, however, limiting their comparability.", "sourceOrganization": "International Monetary Fund, International Financial Statistics database.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FR.INR.TDPT", "name": "Time deposits interest rate (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Interest, deposit rate, shows the average rate offered by banks to resident customers for demand, time, and savings deposits. This item is equal to line 60l..zf in the IMFs International Financial Statistics publication.  ", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FR.INR.TDPT.RL", "name": "Real interest on time deposit (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "IFS, line 60 lc deflated by CPI. ", "sourceOrganization": "International Monetary Fund, International Financial Statistics.", "topics": []}
{"id": "FR.INR.USA.LIBOR3", "name": "LIBOR rate (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FS.AST.CGOV.GD.ZS", "name": "Claims on central government, etc. (% GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Claims on central government (IFS line 52AN or 32AN) include loans to central government institutions net of deposits.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FS.AST.DOMO.GD.ZS", "name": "Claims on other sectors of the domestic economy (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Claims on other sectors of the domestic economy (IFS line 52S or 32S) include gross credit from the financial system to households, nonprofit institutions serving households, nonfinancial corporations, state and local governments, and social security funds.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FS.AST.DOMS.GD.ZS", "name": "Domestic credit provided by financial sector (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Domestic credit provided by the financial sector includes all credit to various sectors on a gross basis, with the exception of credit to the central government, which is net. The financial sector includes monetary authorities and deposit money banks, as well as other financial corporations where data are available (including corporations that do not accept transferable deposits but do incur such liabilities as time and savings deposits). Examples of other financial corporations are finance and leasing companies, money lenders, insurance corporations, pension funds, and foreign exchange companies.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FS.AST.DTOT.ZS", "name": "Domestic credit provided by banking sector (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FS.AST.PRVT.CN", "name": "Banking survey: claims on private sector (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Domestic credit to private sector refers to financial resources provided to the private sector, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files.", "topics": []}
{"id": "FS.AST.PRVT.GD.ZS", "name": "Domestic credit to private sector (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Domestic credit to private sector refers to financial resources provided to the private sector by financial corporations, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises. The financial corporations include monetary authorities and deposit money banks, as well as other financial corporations where data are available (including corporations that do not accept transferable deposits but do incur such liabilities as time and savings deposits). Examples of other financial corporations are finance and leasing companies, money lenders, insurance corporations, pension funds, and foreign exchange companies.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "12", "value": "Private Sector"}]}
{"id": "FS.AST.PRVT.GDP.ZS", "name": "Credit to private sector (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FS.LBL.LIQU.GD.ZS", "name": "Liquid liabilities (M3) as % of GDP", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Liquid liabilities are also known as M3. They are the sum of currency and deposits in the central bank (M0), plus transferable deposits and electronic currency (M1), plus time and savings deposits, foreign currency transferable deposits, certificates of deposit, and securities repurchase agreements (M2), plus travelers checks, foreign currency time deposits, commercial paper, and shares of mutual funds or market funds held by residents.", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.", "topics": []}
{"id": "FS.LBL.LIQU.GDP.ZS", "name": "Liquid liabilities (M3) as % of GDP", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "FS.LBL.QLIQ.GD.ZS", "name": "Quasi-liquid liabilities (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Quasi-liquid liabilities are the sum of currency and deposits in the central bank (M0), plus time and savings deposits, foreign currency transferable deposits, certificates of deposit, and securities repurchase agreements, plus travelers checks, foreign currency time deposits, commercial paper, and shares of mutual funds or market funds held by residents. They equal the M3 money supply less transferable deposits and electronic currency (M1).", "sourceOrganization": "International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.", "topics": []}
{"id": "FS.XPC.DDPT.CN", "name": "Demand deposits (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Demand deposits.  ", "sourceOrganization": "International Monetary Fund.", "topics": []}
{"id": "FS.XPC.TDPT.CN", "name": "Time deposits (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Time deposits.  ", "sourceOrganization": "International Monetary Fund.", "topics": []}
{"id": "FX.OWN.TOTL.40.ZS", "name": "Account ownership at a financial institution or with a mobile-money-service provider, poorest 40% (% of population ages 15+)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (poorest 40%, share of population ages 15+).", "sourceOrganization": "Global Findex Database, World Bank (https://www.worldbank.org/en/publication/globalfindex).", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FX.OWN.TOTL.60.ZS", "name": "Account ownership at a financial institution or with a mobile-money-service provider, richest 60% (% of population ages 15+)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (richest 60%, share of population ages 15+).", "sourceOrganization": "Global Findex Database, World Bank (https://www.worldbank.org/en/publication/globalfindex).", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FX.OWN.TOTL.FE.ZS", "name": "Account ownership at a financial institution or with a mobile-money-service provider, female (% of population ages 15+)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (female, % age 15+).", "sourceOrganization": "Global Findex Database, World Bank (https://www.worldbank.org/en/publication/globalfindex).", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FX.OWN.TOTL.MA.ZS", "name": "Account ownership at a financial institution or with a mobile-money-service provider, male (% of population ages 15+)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (male, % age 15+).", "sourceOrganization": "Global Findex Database, World Bank (https://www.worldbank.org/en/publication/globalfindex).", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FX.OWN.TOTL.OL.ZS", "name": "Account ownership at a financial institution or with a mobile-money-service provider, older adults (% of population ages 25+)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (older adults, % of population ages 25+).", "sourceOrganization": "Global Findex Database, World Bank (https://www.worldbank.org/en/publication/globalfindex).", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FX.OWN.TOTL.PL.ZS", "name": "Account ownership at a financial institution or with a mobile-money-service provider, primary education or less (% of population ages 15+)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (primary education or less, % of population ages 15+).", "sourceOrganization": "Global Findex Database, World Bank (https://www.worldbank.org/en/publication/globalfindex).", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FX.OWN.TOTL.SO.ZS", "name": "Account ownership at a financial institution or with a mobile-money-service provider, secondary education or more (% of population ages 15+)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (secondary education or more, % of population ages 15+).", "sourceOrganization": "Global Findex Database, World Bank (https://www.worldbank.org/en/publication/globalfindex).", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FX.OWN.TOTL.YG.ZS", "name": "Account ownership at a financial institution or with a mobile-money-service provider, young adults (% of population ages 15-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (young adults, % of population ages 15-24).", "sourceOrganization": "Global Findex Database, World Bank (https://www.worldbank.org/en/publication/globalfindex).", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "FX.OWN.TOTL.ZS", "name": "Account ownership at a financial institution or with a mobile-money-service provider (% of population ages 15+)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (% age 15+).", "sourceOrganization": "Global Findex Database, World Bank (https://www.worldbank.org/en/publication/globalfindex).", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "g20.made.t.d", "name": "Made a digital payment (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.1", "name": "Made a digital payment, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.10", "name": "Made a digital payment, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.11", "name": "Made a digital payment, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.12", "name": "Made a digital payment, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.2", "name": "Made a digital payment, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.3", "name": "Made a digital payment, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.4", "name": "Made a digital payment, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.5", "name": "Made a digital payment, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.6", "name": "Made a digital payment, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.7", "name": "Made a digital payment, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.8", "name": "Made a digital payment, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.made.t.d.9", "name": "Made a digital payment, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d", "name": "Received digital payments (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.1", "name": "Received digital payments, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.10", "name": "Received digital payments, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.11", "name": "Received digital payments, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.12", "name": "Received digital payments, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.2", "name": "Received digital payments, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.3", "name": "Received digital payments, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.4", "name": "Received digital payments, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.5", "name": "Received digital payments, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.6", "name": "Received digital payments, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.7", "name": "Received digital payments, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.8", "name": "Received digital payments, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.receive.t.d.9", "name": "Received digital payments, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "g20.t.d", "name": "Made or received a digital payment (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.1", "name": "Made or received a digital payment, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.10", "name": "Made or received a digital payment, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.11", "name": "Made or received a digital payment, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.12", "name": "Made or received a digital payment, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.2", "name": "Made or received a digital payment, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.3", "name": "Made or received a digital payment, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.4", "name": "Made or received a digital payment, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.5", "name": "Made or received a digital payment, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.6", "name": "Made or received a digital payment, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.7", "name": "Made or received a digital payment, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.8", "name": "Made or received a digital payment, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.d.9", "name": "Made or received a digital payment, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20.t.made", "name": "Made digital payments in the past year (% age 15+)", "unit": "", "source": {"id": "87", "value": "Country Climate and Development Report (CCDR)"}, "sourceNote": "The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account, or report using the internet to pay bills or to buy something online, in the past 12 months. It also includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past 12 months", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "g20_t", "name": "Made or received digital payments in the past year (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "g20_t_1", "name": "Made or received digital payments in the past year, female (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "g20_t_2", "name": "Made or received digital payments in the past year, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "g20_t_3", "name": "Made or received digital payments in the past year, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "g20_t_4", "name": "Made or received digital payments in the past year, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "g20_t_5", "name": "Made or received digital payments in the past year (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "g20_t_6", "name": "Made or received digital payments in the past year (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "g20_t_7", "name": "Made or received digital payments in the past year (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.AMA.ABRD.CN", "name": "Adjustments to foreign scheduled principal repayments (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Principal repayments are actual amounts of principal (amortization) paid in currency, goods, or services in the year specified. \u00a0", "sourceOrganization": "World Bank country economists", "topics": []}
{"id": "GB.BAL.CIGR.CN", "name": "Current budget balance, including grants (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The excess of current revenue over current expenditure. data are in current local currencies.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.BAL.OVRL.CN", "name": "Overall budget balance, including grants (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Overall budget deficit is current and capital revenue and official grants received, less total expenditure and lending minus repayments. Data are shown for central government only, and are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.BAL.OVRL.GD.ZS", "name": "Overall budget balance, including grants (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.BAL.OVRL.GDP.ZS", "name": "Overall budget deficit, including grants (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.BAL.OVRX.CN", "name": "Overall surplus/deficit, excluding current grants (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Overall budget surplus/deficit (excluding current grants) is current and capital revenue excluding current grants, less total expenditure and lending minus repayments. Data are shown for central government only, and are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.BAL.OVXG.CN", "name": "Overall surplus/deficit, excluding all grants (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Overall budget deficit is current and capital revenue excluding current grants less total expenditure and lending minus repayments. Values are in current local currencies.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.BAL.XINT.CN", "name": "Primary balance, excluding interest (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Primary deficit, excluding interest (current LCU).  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.DOD.DMSY.CN", "name": "Central government debt, monetary system credit (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Domestic debt consists of the outstanding stock or recognized, direct liabilities to the monetary system. Data are in current local currencies.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.DOD.DNMS.CN", "name": "Central government debt, other domestic (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Domestic debt to other in current local currencies. ", "sourceOrganization": "World Bank and Global Development Finance.", "topics": []}
{"id": "GB.DOD.FRGN.CD", "name": "External debt, end year (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Foreign debt consists of the outstanding stock or recognized, direct liabilities of the government to the rest of the world, generated in the  past and scheduled to be extinguished by government operations in the future or to continue as perpetual debt. Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.DOD.FRGN.CN", "name": "External debt, end year (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Foreign debt consists of the outstanding stock or recognized, direct liabilities of the government to the rest of the world, generated in the  past and scheduled to be extinguished by government operations in the future or to continue as perpetual debt. Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.DOD.TOTL.CN", "name": "Total government debt (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date. It includes domestic and foreign liabilities such as currency and money deposits, securities other than shares, and loans. It is the gross amount of government liabilities reduced by the amount of equity and financial derivatives held by the government. Because debt is a stock rather than a flow, it is measured as of a given date, usually the last day of the fiscal year.  Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.DOD.TOTL.GD.ZS", "name": "Central government debt, total (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.DOD.TOTL.GDP.ZS", "name": "Central government debt, total (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.DTA.DOMS.CN", "name": "Central government arrears on domestic debt (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Central government arrears on domestic debt.  Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.DTA.FRGN.CN", "name": "Central government arrears on external debt (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Central government arrears on external debt.  Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.FIN.ABRD.CN", "name": "External borrowing, net (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Financing from abroad (obtained from nonresidents) refer to the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. It includes all government liabilities--other.  Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.FIN.ABRD.GD.ZS", "name": "Financing from abroad (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.FIN.ABRD.GDP.ZS", "name": "Financing from abroad (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.FIN.DMSY.CN", "name": "Domestic financing, monetary system credit (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Domestic financing, monetary system credit. Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.FIN.DNMS.CN", "name": "Other domestic borrowing (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Domestic financing (obtained from residents) refer to the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. It includes all government liabilities--other than those for currency issues or demand, time, or savings deposits with government--or claims on others held by government and changes in government holdings of cash and deposits. Government guarantees of the debt of others are excluded. Data are shown for central government only, and are in current local currency. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.FIN.DOMS.CN", "name": "Domestic financing, total (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.FIN.DOMS.GD.ZS", "name": "Domestic financing, total (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.FIN.DOMS.GDP.ZS", "name": "Domestic finanacing (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.FIN.IKFR.CN", "name": "Financing, including external capital grants (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Financing, including external capital grants. Data are in current local currency.", "sourceOrganization": "World Bank country economists", "topics": []}
{"id": "GB.GRT.CTOT.CN", "name": "Total current grants (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Grants include grants from other foreign governments, international organizations, and other government units.  Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.GRT.KFRN.CN", "name": "External capital grants (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Grants are unrequited, nonrepayable, noncompulsory receipts of government from other governments or international institutions. In determination of the deficit/surplus, grants are grouped with revenue and expenditure rather than with financing. Values are", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.GRT.TOTL.CN", "name": "Grants (local currency)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.INT.DECT.RV.ZS", "name": "Interest payments (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.NTX.CIGR.CN", "name": "Nontax receipts (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Receipts from sources other than the tax system like property income, fees, fines, and contributions to government employee pension funds within government.  Data ate in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.NTX.TOTL.RV.ZS", "name": "Nontax revenue (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.NTX.TOTL.ZS", "name": "Nontax revenue (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.REV.CTOT.CN", "name": "Current revenue, excluding grants (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.REV.CTOT.GD.ZS", "name": "Current revenue, excluding grants (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.REV.IGRT.CN", "name": "Total revenue including current grants (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total revenue and grants equals the sum of government revenue and grants. Revenue includes all nonrepayable and nonrepaying government  receipts other than grants. Grants are defined as unrequited, nonrepayable, noncompulsory receipts. Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.REV.TOTL.CN", "name": "Current revenue (local currency)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.REV.TOTL.GDP.ZS", "name": "Current revenue (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.REV.XAGT.CN", "name": "Central government revenue excluding all grants  (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Central government revenue excluding all grants.  Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.REV.XAGT.CN.ZS", "name": "Central government revenues, excluding all grants (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Central government revenues, excluding all grants.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.RVC.IGRT.CN", "name": "Total currrent revenues  including current grants (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current revenue (including grants) includes all revenue from taxes and current nontax revenues such as fines, fees, recoveries, and income from property or sales, and grants. Data are shown for central government only, and are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.RVC.TOTL.CN", "name": "Current revenue, excluding grants (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales.  Data are in current local currency.", "sourceOrganization": "World Bank country economists", "topics": []}
{"id": "GB.RVC.TOTL.GD.ZS", "name": "Current revenue, excluding grants (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.RVK.TOTL.CN", "name": "Capital revenue (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Capital revenue comprises proceeds from the sale of nonfinancial capital assets, including land, intangible assets, stocks, and fixed capital assets of buildings, construction and equipment of more than a minimum value and usable for more than one year in the process of production, and receipts of unrequited transfers for capital purposes from nongovernmental sources. Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.SOE.DECT.ZS", "name": "SOE external debt (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.SOE.DOMS.ZS", "name": "State-owned enterprises, credit (% of gross domestic credit)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.SOE.ECON.GD.ZS", "name": "State-owned enterprises, economic activity (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.SOE.ECON.GDP.ZS", "name": "SOE economic activity (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.SOE.EMPL.ZS", "name": "State-owned enterprises, employment (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.SOE.GDIV.ZS", "name": "State-owned enterprises, investment (% of GDI)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.SOE.NFLW.GD.ZS", "name": "State-owned enterprises, net financial flows from government (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.SOE.NFLW.GDP.ZS", "name": "SOE net financial flows from government (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.SOE.OVRL.GD.ZS", "name": "State-owned enterprises, overall balance before transfers (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.SOE.OVRL.GDP.ZS", "name": "SOE overall balance before transfers (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.SOE.PRVZ.CD", "name": "Privatization proceeds (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.CMAR.ZS", "name": "Highest marginal tax rate, corporate rate (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Highest marginal tax rate (corporate rate) is the highest rate shown on the schedule of tax rates applied to the taxable income of corporations.", "sourceOrganization": "KPMG's Corporate and Indirect Tax Rate Survey 2009 (www.kpmg.com), and PricewaterhouseCoopers's Worldwide Tax Summaries Online (www.pwc.com).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GB.TAX.DRCT.CN", "name": "Direct taxes (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Direct taxes on goods and services include all taxes and duties levied  on production, extraction, sale, transfer, leasing, or delivery of goods and rendering of services, or in respect of the use of goods, or permission to use goods or to perform activities, are covered.  Examples include all general sales taxes, value added taxes and excises.  Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.TAX.EXPT.BX.ZS", "name": "Export duties (% of exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.EXPT.ZS", "name": "Export duties (% of tax revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.GSRV.CN", "name": "Taxes on goods and services, GB (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Taxes on goods and services include all taxes and duties levied by central governments on the production, extraction, sale, transfer, leasing, or delivery of goods and rendering of services, or on the use of goods or permission to use goods or perform activities. These include general sales taxes, turnover or value added taxes, excise taxes, and motor vehicle taxes. Data are shown for central government only and are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.TAX.GSRV.NAGR.ZS", "name": "Taxes on goods and services (% value added of industry and srv.)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.GSRV.RV.ZS", "name": "Taxes on goods and services (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.GSRV.VA.ZS", "name": "Taxes on goods and services (% value added of industry and services)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.GSRV.ZS", "name": "Taxes on goods and services (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.IDRT.CN", "name": "Indirect taxes less subsidies (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Indirect taxes are the sum of indirect taxes less subsidies. Indirect taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises.  Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.TAX.IMAR.CD", "name": "Highest marginal tax rate, individual (on income exceeding, US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.IMAR.ZS", "name": "Highest marginal tax rate, individual rate (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.IMPT.BM.ZS", "name": "Import duties (% of imports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.IMPT.ZS", "name": "Import duties (% of tax revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.INCM.ZS", "name": "Income, profit, and capital gains taxes (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.INTT.CN", "name": "Taxes on international trade, GB (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Taxes on international trade include import duties, export duties, profits of export or import monopolies, exchange profits, and exchange taxes.  Current revenue includes all revenue from taxes and nonrepayable receipts (other than grants) from the sale of land, intangible assets, government stocks, or fixed capital assets, or from capital transfers from nongovernmental sources.  It also includes fines, fees, recoveries, inheritance taxes, and nonrecurrent levies on capital.  Data are shown for central government only.  Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.TAX.INTT.RV.ZS", "name": "Taxes on international trade (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.INTT.ZS", "name": "Taxes on international trade (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.OTHR.RV.ZS", "name": "Other taxes (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.OTHR.ZS", "name": "Other taxes (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.SSEC.RV.ZS", "name": "Social security taxes (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.SSEC.ZS", "name": "Social security taxes (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.TOTL.CN", "name": "Tax revenue (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "GB.TAX.TOTL.GD.ZS", "name": "Tax revenue (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.TOTL.GDP.ZS", "name": "Tax revenue (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.YPKG.RV.ZS", "name": "Taxes on income, profits and capital gains (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TAX.YPKG.ZS", "name": "Taxes on income, profits and capital gains (% of total taxes)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.TDS.ABRD.CN", "name": "Adjustments to foreign scheduled debt service (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date such as money deposits, securities, shares and loans.  Data are in current local currency.  ", "sourceOrganization": "World Bank country economists", "topics": []}
{"id": "GB.TDS.FRGN.CN", "name": "Central government debt service, external (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date such as money deposits, securities, shares and loans. Data are in current local currency.  ", "sourceOrganization": "World Bank country economists", "topics": []}
{"id": "GB.XPC.GSRV.CN", "name": "Government consumption (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current expenditure on goods and services comprises payments of wages and salaries in cash to employees (including the armed forces) before deduction of withholding taxes and employees' contributions to social security and pension funds, as well as employers' contributions to superannuation schemes outside government, and other purchases of goods and services (wages and salaries in kind, office supplies and maintenance charges etc.). Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.XPC.GSRV.ZS", "name": "Goods and services expenditure (% of total expenditure)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPC.INTD.CN", "name": "Interest on domestic debt (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Interest on domestic debt.  Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.XPC.INTE.CN", "name": "Interest on external debt (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Interest on external debt (current LCU). Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.XPC.INTP.REV.ZS", "name": "Interest payment (% of current revenue)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPC.INTP.ZS", "name": "Interest payments (% of total expenditure)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPC.SUBS.CN", "name": "Subsidies (GFS, current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Subsidies are current unrequited payments that government units make to enterprises, resident producers and importers. Subsidies may be designed to influence enterprises level or type of production, or the prices at which the products are sold. (Capital grants are in the national accounts classified as capital transfers.) Subsidies consists of \u2018subsidies on products\u2019, subsidies payable per unit of a good or a service, and \u2018other subsidies on production\u2019, which cover all other subsidies enterprises receives as a consequence of engaging in production. Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.XPC.TOTL.CN", "name": "Current expenditure, total (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total current expenditure includes requited payments other than for capital assets or for goods or services to be used in the production of capital assets, and unrequited payments for purposes other than permitting the recipients to acquire capital assets, compensating the recipients for damage or destruction of capital assets, or increasing the financial capital of the recipients.  Data are shown for central government only.  Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.XPC.TRFO.CN", "name": "Other current transfers (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Other current transfers include all unrequited, nonrepayable transfers on current account to private and public enterprises. Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.XPC.TRFT.ZS", "name": "Subsidies and other current transfers (% of total expenditure)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPC.WAGE.CN", "name": "Wages and salaries (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Wages and salaries consist of all payments in cash, but not in kind, to employees in return for services rendered, before deduction of withholding taxes and employees  contributions to social security and pension funds. Data are shown for central government only.  Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.XPC.WAGE.ZS", "name": "Wages and salaries (% of total expenditure)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPD.DEFN.CN", "name": "Defense expenditure (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Defense expenditures for NATO countries are based on the NATO definition, which covers military-related expenditures of the defense ministry (including recruiting, training, construction, and the purchase of military supplies and equipment) and other ministries. Civilian-type expenditures of the defense ministry are excluded. Military assistance is included in the expenditures of the donor country, and purchases of military equipment on credit are included at the time the debt is incurred, not at the time of payment. Data for other countries generally cover expenditures of the ministry of defense (excluded are expenditures on public order and safety, which are classified separately). Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.XPD.DEFN.GDP.ZS", "name": "Defense expenditure (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPD.INLD.CN", "name": "Total expenditure and net lending (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total expenditure and net lending includes both current and capital (development) expenditures and includes lending minus repayments. Data are shown for central government only.  Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.XPD.RD.GNP.ZS", "name": "Expenditures for research and development (% of GNP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPD.RSDV.GD.ZS", "name": "Research and development expenditure (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross domestic expenditures on research and development (R&D), expressed as a percent of GDP. They include both capital and current expenditures in the four main sectors: Business enterprise, Government, Higher education and Private non-profit. R&D covers basic research, applied research, and experimental development.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "14", "value": "Science & Technology "}]}
{"id": "GB.XPD.RSDV.GN.ZS", "name": "Research and development expenditure (% of GNI)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPD.TOTL.CN", "name": "Expenditure, total (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPD.TOTL.GD.ZS", "name": "Expenditure, total (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPD.TOTL.GDP.ZS", "name": "Total expenditure (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPK.INLD.CN", "name": "Total capital expenditure and net lending (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Expenditure for acquisition of land, intangible assets, government   stocks, and nonmilitary and nonfinancial assets; also for capital  grants and lending minus repayments. Data are in current local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GB.XPK.RINV.CN", "name": "Budgetary investment (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Budgetary investment.  Data are in current local currency.  ", "sourceOrganization": "World Bank country economists", "topics": []}
{"id": "GB.XPK.TOTL.CN", "name": "Capital expenditure (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPK.TOTL.ZS", "name": "Capital expenditure (% of total expenditure)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GB.XPL.TRNL.CN", "name": "Capital transfers (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Capital transfers. Data are in current local currency.    ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "GC.AST.TOTL.CN", "name": "Net acquisition of financial assets (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net acquisition of government financial assets includes domestic and foreign financial claims, SDRs, and gold bullion held by monetary authorities as a reserve asset. The net acquisition of financial assets should be offset by the net incurrence of liabilities.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.AST.TOTL.GD.ZS", "name": "Net acquisition of financial assets (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net acquisition of government financial assets includes domestic and foreign financial claims, SDRs, and gold bullion held by monetary authorities as a reserve asset. The net acquisition of financial assets should be offset by the net incurrence of liabilities.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.BAL.CASH.CD", "name": "Fiscal balance, cash surplus/deficit (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cash surplus or deficit is revenue (including grants) minus expense, minus net acquisition of nonfinancial assets. In the 1986 GFS manual nonfinancial assets were included under revenue and expenditure in gross terms. This cash surplus or deficit is closest to the earlier overall budget balance (still missing is lending minus repayments, which are now a financing item under net acquisition of financial assets).", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": []}
{"id": "GC.BAL.CASH.CN", "name": "Cash surplus/deficit (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Cash surplus or deficit is revenue (including grants) minus expense, minus net acquisition of nonfinancial assets. In the 1986 GFS manual nonfinancial assets were included under revenue and expenditure in gross terms. This cash surplus or deficit is closest to the earlier overall budget balance (still missing is lending minus repayments, which are now a financing item under net acquisition of financial assets).", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": []}
{"id": "GC.BAL.CASH.GD.ZS", "name": "Cash surplus/deficit (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Cash surplus or deficit is revenue (including grants) minus expense, minus net acquisition of nonfinancial assets. In the 1986 GFS manual nonfinancial assets were included under revenue and expenditure in gross terms. This cash surplus or deficit is closest to the earlier overall budget balance (still missing is lending minus repayments, which are now a financing item under net acquisition of financial assets).", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": []}
{"id": "GC.BAL.CIGR.CN", "name": "Government Current Budget Balance (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.BAL.CURI.CN", "name": "Gov. Current Budget Balance (+C&K Grants)(Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.BAL.OVRL.CN", "name": "Government Deficit (-) or Surplus (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.DOD.TOTL.CN", "name": "Central government debt, total (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date. It includes domestic and foreign liabilities such as currency and money deposits, securities other than shares, and loans. It is the gross amount of government liabilities reduced by the amount of equity and financial derivatives held by the government. Because debt is a stock rather than a flow, it is measured as of a given date, usually the last day of the fiscal year.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.DOD.TOTL.GD.ZS", "name": "Central government debt, total (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date. It includes domestic and foreign liabilities such as currency and money deposits, securities other than shares, and loans. It is the gross amount of government liabilities reduced by the amount of equity and financial derivatives held by the government. Because debt is a stock rather than a flow, it is measured as of a given date, usually the last day of the fiscal year.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "13", "value": "Public Sector "}]}
{"id": "GC.EKL.TOTL.CN", "name": "Gov. Capital Payments (+Net lend.)(Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.EXC.TOTL.CN", "name": "Gov. Current Expenditure (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.FIN.DOMS.CN", "name": "Net incurrence of liabilities, domestic (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": []}
{"id": "GC.FIN.DOMS.GD.ZS", "name": "Net incurrence of liabilities, domestic (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": []}
{"id": "GC.FIN.FRGN.CN", "name": "Net incurrence of liabilities, foreign (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": []}
{"id": "GC.FIN.FRGN.GD.ZS", "name": "Net incurrence of liabilities, foreign (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": []}
{"id": "GC.LBL.TOTL.CN", "name": "Net incurrence of liabilities, total (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.LBL.TOTL.GD.ZS", "name": "Net incurrence of liabilities, total (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.NFN.TOTL.CN", "name": "Net investment in nonfinancial assets (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net investment in government nonfinancial assets includes fixed assets, inventories, valuables, and nonproduced assets. Nonfinancial assets are stores of value and provide benefits either through their use in the production of goods and services or in the form of property income and holding gains. Net investment in nonfinancial assets also includes consumption of fixed capital.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.NFN.TOTL.GD.ZS", "name": "Net investment in nonfinancial assets (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net investment in government nonfinancial assets includes fixed assets, inventories, valuables, and nonproduced assets. Nonfinancial assets are stores of value and provide benefits either through their use in the production of goods and services or in the form of property income and holding gains. Net investment in nonfinancial assets also includes consumption of fixed capital.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.NLD.TOTL.CN", "name": "Net lending (+) / net borrowing (-) (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net lending\u00a0(+) / net borrowing\u00a0(\u2013) equals government revenue minus expense, minus net investment in nonfinancial assets. It is also equal to the net result of transactions in financial assets and liabilities. Net lending/net borrowing is a summary measure indicating the extent to which government is either putting financial resources at the disposal of other sectors in the economy or abroad, or utilizing the financial resources generated by other sectors in the economy or from abroad.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.NLD.TOTL.GD.ZS", "name": "Net lending (+) / net borrowing (-) (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net lending\u00a0(+) / net borrowing\u00a0(\u2013) equals government revenue minus expense, minus net investment in nonfinancial assets. It is also equal to the net result of transactions in financial assets and liabilities. Net lending/net borrowing is a summary measure indicating the extent to which government is either putting financial resources at the disposal of other sectors in the economy or abroad, or utilizing the financial resources generated by other sectors in the economy or from abroad.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.REV.CIGR.CN", "name": "Government Current Revenue (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.REV.GOTR.CN", "name": "Grants and other revenue (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Grants and other revenue include grants from other foreign governments, international organizations, and other government units; interest; dividends; rent; requited, nonrepayable receipts for public purposes (such as fines, administrative fees, and entrepreneurial income from government owner\u00adship of property); and voluntary, unrequited, nonrepayable receipts other than grants.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.REV.GOTR.ZS", "name": "Grants and other revenue (% of revenue)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Grants and other revenue include grants from other foreign governments, international organizations, and other government units; interest; dividends; rent; requited, nonrepayable receipts for public purposes (such as fines, administrative fees, and entrepreneurial income from government owner\u00adship of property); and voluntary, unrequited, nonrepayable receipts other than grants.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.REV.KTOT.CN", "name": "Government Capital Receipts (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.REV.SOCL.CN", "name": "Social contributions (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Social contributions include social security contributions by employees, employers, and self-employed individuals, and other contributions whose source cannot be determined. They also include actual or imputed contributions to social insurance schemes operated by governments.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.REV.SOCL.ZS", "name": "Social contributions (% of revenue)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Social contributions include social security contributions by employees, employers, and self-employed individuals, and other contributions whose source cannot be determined. They also include actual or imputed contributions to social insurance schemes operated by governments.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.REV.TOTL.CD", "name": "Total revenue (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Current revenue includes all revenue from taxes and nonrepayable receipts (other than grants) from the sale of land, intangible assets, government stocks or fixed capital assets, or from capital transfers from nongovernmental sources. It also includes inheritance taxes and nonrecurrent levies on capital. Data are in current US dollar.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": []}
{"id": "GC.REV.TOTL.CN", "name": "Total revenue (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": []}
{"id": "GC.REV.XGRT.CD", "name": "Revenue, excluding grants (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue but are excluded here.  Data are in current US dollar.  ", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": []}
{"id": "GC.REV.XGRT.CN", "name": "Revenue, excluding grants (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue but are excluded here.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.REV.XGRT.GD.ZS", "name": "Revenue, excluding grants (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue but are excluded here.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "13", "value": "Public Sector "}]}
{"id": "GC.RVG.CURI.CN", "name": "Gov. Current Revenue (+C&K Grants)(Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.RVK.TOTL.CN", "name": "Gov. Capital Receipts (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.TAX.EXPT.CN", "name": "Taxes on exports (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes on exports are all levies on goods being transported out of the country or services being delivered to nonresidents by residents. Rebates on exported goods that are repayments of previously paid general consumption taxes, excise taxes, or import duties are deducted from the gross amounts receivable from these taxes, not from amounts receivable from export taxes.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.EXPT.ZS", "name": "Taxes on exports (% of tax revenue)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes on exports are all levies on goods being transported out of the country or services being delivered to nonresidents by residents. Rebates on exported goods that are repayments of previously paid general consumption taxes, excise taxes, or import duties are deducted from the gross amounts receivable from these taxes, not from amounts receivable from export taxes.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "21", "value": "Trade"}]}
{"id": "GC.TAX.GSRV.CN", "name": "Taxes on goods and services (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes on goods and services include general sales and turnover or value added taxes, selective excises on goods, selective taxes on services, taxes on the use of goods or property, taxes on extraction and production of minerals, and profits of fiscal monopolies.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.GSRV.RV.ZS", "name": "Taxes on goods and services (% of revenue)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes on goods and services include general sales and turnover or value added taxes, selective excises on goods, selective taxes on services, taxes on the use of goods or property, taxes on extraction and production of minerals, and profits of fiscal monopolies.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.GSRV.VA.ZS", "name": "Taxes on goods and services (% value added of industry and services)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes on goods and services include general sales and turnover or value added taxes, selective excises on goods, selective taxes on services, taxes on the use of goods or property, taxes on extraction and production of minerals, and profits of fiscal monopolies.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD value added estimates.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.IMPT.CN", "name": "Customs and other import duties (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Customs and other import duties are all levies collected on goods that are entering the country or services delivered by nonresidents to residents. They include levies imposed for revenue or protection purposes and determined on a specific or ad valorem basis as long as they are restricted to imported goods or services.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.IMPT.ZS", "name": "Customs and other import duties (% of tax revenue)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Customs and other import duties are all levies collected on goods that are entering the country or services delivered by nonresidents to residents. They include levies imposed for revenue or protection purposes and determined on a specific or ad valorem basis as long as they are restricted to imported goods or services.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "21", "value": "Trade"}]}
{"id": "GC.TAX.INTT.CN", "name": "Taxes on international trade (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes on international trade include import duties, export duties, profits of export or import monopolies, exchange profits, and exchange taxes.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.INTT.RV.ZS", "name": "Taxes on international trade (% of revenue)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes on international trade include import duties, export duties, profits of export or import monopolies, exchange profits, and exchange taxes.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.OTHR.CN", "name": "Other taxes (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Other taxes include employer payroll or labor taxes, taxes on property, and taxes not allocable to other categories, such as penalties for late payment or nonpayment of taxes.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.OTHR.RV.ZS", "name": "Other taxes (% of revenue)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Other taxes include employer payroll or labor taxes, taxes on property, and taxes not allocable to other categories, such as penalties for late payment or nonpayment of taxes.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.TOTL.CN", "name": "Tax revenue (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Tax revenue refers to compulsory transfers to the central government for public purposes. Certain compulsory transfers such as fines, penalties, and most social security contributions are excluded. Refunds and corrections of erroneously collected tax revenue are treated as negative revenue.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.TOTL.GD.ZS", "name": "Tax revenue (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Tax revenue refers to compulsory transfers to the central government for public purposes. Certain compulsory transfers such as fines, penalties, and most social security contributions are excluded. Refunds and corrections of erroneously collected tax revenue are treated as negative revenue.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.YPKG.CN", "name": "Taxes on income, profits and capital gains (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes on income, profits, and capital gains are levied on the actual or presumptive net income of individuals, on the profits of corporations and enterprises, and on capital gains, whether realized or not, on land, securities, and other assets. Intragovernmental payments are eliminated in consolidation.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.YPKG.RV.ZS", "name": "Taxes on income, profits and capital gains (% of revenue)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes on income, profits, and capital gains are levied on the actual or presumptive net income of individuals, on the profits of corporations and enterprises, and on capital gains, whether realized or not, on land, securities, and other assets. Intragovernmental payments are eliminated in consolidation.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.TAX.YPKG.ZS", "name": "Taxes on income, profits and capital gains (% of total taxes)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes on income, profits, and capital gains are levied on the actual or presumptive net income of individuals, on the profits of corporations and enterprises, and on capital gains, whether realized or not, on land, securities, and other assets. Intragovernmental payments are eliminated in consolidation.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPC.TOTL.CN", "name": "Government Current Expenditure (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.XPK.INLD.CN", "name": "Government Capital Payments (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GC.XPN.COMP.CN", "name": "Compensation of employees (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Compensation of employees consists of all payments in cash, as well as in kind (such as food and housing), to employees in return for services rendered, and government contributions to social insurance schemes such as social security and pensions that provide benefits to employees.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.COMP.ZS", "name": "Compensation of employees (% of expense)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Compensation of employees consists of all payments in cash, as well as in kind (such as food and housing), to employees in return for services rendered, and government contributions to social insurance schemes such as social security and pensions that provide benefits to employees.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.GSRV.CN", "name": "Goods and services expense (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Goods and services include all government payments in exchange for goods and services used for the production of market and nonmarket goods and services. Own-account capital formation is excluded.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.GSRV.ZS", "name": "Goods and services expense (% of expense)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Goods and services include all government payments in exchange for goods and services used for the production of market and nonmarket goods and services. Own-account capital formation is excluded.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.INTP.CN", "name": "Interest payments (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Interest payments include interest payments on government debt--including long-term bonds, long-term loans, and other debt instruments--to domestic and foreign residents.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.INTP.RV.ZS", "name": "Interest payments (% of revenue)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Interest payments include interest payments on government debt--including long-term bonds, long-term loans, and other debt instruments--to domestic and foreign residents.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.INTP.ZS", "name": "Interest payments (% of expense)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Interest payments include interest payments on government debt--including long-term bonds, long-term loans, and other debt instruments--to domestic and foreign residents.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.OTHR.CN", "name": "Other expense (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Other expense is spending on dividends, rent, and other miscellaneous expenses, including provision for consumption of fixed capital.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.OTHR.ZS", "name": "Other expense (% of expense)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Other expense is spending on dividends, rent, and other miscellaneous expenses, including provision for consumption of fixed capital.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.TOTL.CD", "name": "Expense (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Expense is cash payments for operating activities of the government in providing goods and services. It includes compensation of employees (such as wages and salaries), interest and subsidies, grants, social benefits, and other expenses such as rent and dividends. Data are in current U.S. dollars.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": []}
{"id": "GC.XPN.TOTL.CN", "name": "Expense (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Expense is cash payments for operating activities of the government in providing goods and services. It includes compensation of employees (such as wages and salaries), interest and subsidies, grants, social benefits, and other expenses such as rent and dividends.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.TOTL.GD.ZS", "name": "Expense (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Expense is cash payments for operating activities of the government in providing goods and services. It includes compensation of employees (such as wages and salaries), interest and subsidies, grants, social benefits, and other expenses such as rent and dividends.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.TRFT.CN", "name": "Subsidies and other transfers (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Subsidies, grants, and other social benefits include all unrequited, nonrepayable transfers on current account to private and public enterprises; grants to foreign governments, international organizations, and other government units; and social security, social assistance benefits, and employer social benefits in cash and in kind.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GC.XPN.TRFT.ZS", "name": "Subsidies and other transfers (% of expense)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Subsidies, grants, and other social benefits include all unrequited, nonrepayable transfers on current account to private and public enterprises; grants to foreign governments, international organizations, and other government units; and social security, social assistance benefits, and employer social benefits in cash and in kind.", "sourceOrganization": "International Monetary Fund, Government Finance Statistics Yearbook and data files.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GCI.10THPILLAR.XQ", "name": "10th pillar: Market size", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators: (a) Domestic market size index  (b) Foreign market size index.   ", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": [{}]}
{"id": "GCI.11THPILLAR.XQ", "name": "11th pillar: Business sophistication", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators:  (a) Local supplier quantity (b) Local supplier quality (c) State of cluster development (d) Nature of competitive advantage (e) Value chain breadth (f)  Control of international distribution (g) Production process sophistication (h) Extent of marketing and (i) Willingness to delegate authority.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.12THPILLAR.XQ", "name": "12th pillar: Innovation", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators:  (a) Capacity for innovation (b) Quality of scientific research institutions (c) Company spending on R&D (d) University-industry collaboration in R&D (e) Gov\u2019t procurement of advanced tech product (f) Availability of scientist and engineers and (g) Utility patents per million population.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.1STPILLAR.XQ", "name": "1st pillar: Institutions", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators:  (a) Property rights (b) Intellectual property protection (c) Diversion of public funds (d) Public trust of politicians (e) Irregular payments and bribes (f) Judicial independence (g) Favoritism in decisions of government officials (h) Wastefulness of government officials (i) Burden of government regulation (j) Efficiency of legal framework in settling disputes (k) Efficiency of legal framework in challenging regulations (l) Transparency of government policymaking (m) Business costs of terrorism (n) Business costs of crime and violence (o) Organized crime (p) Reliability of police services (q) Ethical behavior of firms (r) Strength of auditing and reporting standards (s) Efficacy of corporate boards (t) Protection of minority shareholders interests and (u) Strength of investor protection.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.2NDPILLAR.XQ", "name": "2nd pillar: Infrastructure", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators: - (a) Quality of overall infrastructure (b) Quality of roads (c) Quality of railroad infrastructure (d) Quality of port infrastructure (e) Quality of air transport infrastructure (f) Available airline seat kilometers (g) Quality of electricity supply (h) Fixed telephone lines and (i) Mobile telephone subscriptions.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.3RDPILLAR.XQ", "name": "3rd pillar: Macroeconomic stability", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators: - (a) Government budget balance (b) National savings rate (c) Inflation (d) Interest rate spread (e) Government debt and (f) Country credit rating. ", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.4THPILLAR.XQ", "name": "4th pllar: Health and primary education", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators: - (a) Business impact of malaria (b) Malaria incidence (c) Business impact of tuberculosis (d) Tuberculosis incidence (e) Business impact of HIV/AIDS (f) HIV prevalence (g) Infant mortality (h) Life expectancy (i) Quality of primary education and (j) Primary education enrollment rate.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.5THPILLAR.XQ", "name": "5th pillar: Higher education and training", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators: - (a) Secondary enrollment (b) Tertiary enrollment (c) Quality of the educational system  (d) Quality of math and science education (e) Quality of management schools (f) Internet access in schools (g) Local availibity of research and training services and (h) Extent of staff training.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.6THPILLAR.XQ", "name": "6th pillar: Goods market efficiency", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators: - (a) Intensity of local competition (b) Extent of market dominance (c) Effectiveness of anti-monopoly policy (d) Extent and effect of taxation (e) Total tax rate  (f) Number of procedures required to start a business (g) Time required to start a business (h) Agricultural policy costs (i) Prevalence of trade barriers (j) Trade tariffs (k) Prevalence of foreign ownership (l) Business impact of rules on FDI (m) Burden of customs procedures (n) Degree of customer orientation and (o) Buyer sophistication.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.7THPILLAR.XQ", "name": "7th pillar: Labor market efficiency", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators: - (a) Cooperation in labor-employer relations (b) Flexibility of wage determination (c) Rigidity of employment (d) Hiring and firing practices (e) Firing costs  (f) Pay and productivity (g) Reliance on professional management (g) Brain drain and (h) Female participation in labor force.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.8THPILLAR.XQ", "name": "8th pillar: Financial market sophistication", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators: - (a) Availability of financial services (b) Affordability of financial services  (c) Financing through local equity market (d) Ease of access to loans (e) Venture capital availability  (f) Restriction on capital flows (g) Soundness of banks (h) Regulation of securities exchanges and (i) Legal rights index.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.9THPILLAR.XQ", "name": "9th pillar: Techonological readiness", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is a derived from the following indicators: - (a) Availability of latest technologies (b) Firm-level technology absorption (c) FDI and technology transfer (d) Internet users  (f)Broadband Internet subscriptions and  (g) Internet bandwidth.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.INDEX.XQ", "name": "Global Competitiveness Index (GCI)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The Global Competitiveness Index (GCI), a highly comprehensive index, which captures the microeconomic and macroeconomic foundations of national competitiveness.  Competitiveness as the set of institutions, policies, and factors that determine the level of productivity of a country.", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.PILLAR11TO12.XQ", "name": "Innovation and sophistication factors (weighted index 11th pillar to 12 th pillar)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The innovation and sophistication factors subindex includes the pillars (pillar 11 and 12) critical to countries in the innovation-driven stage.  ", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.PILLAR1TO4.XQ", "name": "Basic requirements (weighted index 1st pillar to 4th pillar)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The basic requirements subindex groups those pillars (pillar 1 to 4) most critical for countries in the factor-driven stage.  ", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.PILLAR5TO10.XQ", "name": "Efficiency enhancers (weighted index 5th to 10th pillar)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The efficiency enhancers subindex includes those pillars critical for countries in the efficiency-driven stage (pillar 5 to 10).  ", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GCI.RANK.XQ", "name": "Global Competitive Index (GCI) rank", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "\"This ranks each country for The Global Competitiveness Index (GCI).  The 2006\u20132007 rank is out of 125 countries. \r  The 2007\u20132008 rank is out of 131 countries.  The 2008\u20132009 rank is out of 134 countries.  The 2009\u20132010 rank is out of 133 countries.\"", "sourceOrganization": "The Global Competitiveness Report: various issues (http://gcr.weforum.org/).", "topics": []}
{"id": "GE.EST", "name": "Government Effectiveness: Estimate", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GE.NO.SRC", "name": "Government Effectiveness: Number of Sources", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies.  Number of sources indicates the number of underlying data sources on which the aggregate estimate is based.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GE.PER.RNK", "name": "Government Effectiveness: Percentile Rank", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GE.PER.RNK.LOWER", "name": "Government Effectiveness: Percentile Rank, Lower Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GE.PER.RNK.UPPER", "name": "Government Effectiveness: Percentile Rank, Upper Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GE.STD.ERR", "name": "Government Effectiveness: Standard Error", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "GF.XPD.BUDG.ZS", "name": "Primary government expenditures as a proportion of original approved budget (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary government expenditures as a proportion of original approved budget measures the extent to which aggregate budget expenditure outturn reflects the amount originally approved, as defined in government budget documentation and fiscal reports. The coverage is budgetary central government (BCG) and the time period covered is the last three completed fiscal years.", "sourceOrganization": "Public Expenditure and Financial Accountability\u00a0(PEFA). Ministry of Finance (MoF).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "gf10_n", "name": "Received wages or government transfers into an account (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf10_n_1", "name": "Received wages or government transfers into an account, female (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf10_n_2", "name": "Received wages or government transfers into an account, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf10_n_3", "name": "Received wages or government transfers into an account, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf10_n_4", "name": "Received wages or government transfers into an account, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf10_n_5", "name": "Received wages or government transfers into an account, (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf10_n_6", "name": "Received wages or government transfers into an account (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf10_n_7", "name": "Received wages or government transfers into an account (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf4_n", "name": "Made payment using a mobile phone or the internet (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf4_n_1", "name": "Made payment using a mobile phone or the internet, female (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf4_n_2", "name": "Made payment using a mobile phone or the internet, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf4_n_3", "name": "Made payment using a mobile phone or the internet, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf4_n_4", "name": "Made payment using a mobile phone or the internet, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf4_n_5", "name": "Made payment using a mobile phone or the internet (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf4_n_6", "name": "Made payment using a mobile phone or the internet (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf4_n_7", "name": "Made payment using a mobile phone or the internet (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf7_n", "name": "Active account (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf7_n_1", "name": "Active account, female (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf7_n_2", "name": "Active account, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf7_n_3", "name": "Active account, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf7_n_4", "name": "Active account, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf7_n_5", "name": "Active account (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf7_n_6", "name": "Active account (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gf7_n_7", "name": "Active account (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GFDD.AI.01", "name": "Bank accounts per 1,000 adults", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "For each country calculated as: 1,000*reported number of depositors/adult population in the reporting country.", "sourceOrganization": "Financial Access Survey (FAS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.02", "name": "Bank branches per 100,000 adults ", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "For each country calculated as: 100,000*reported number of depositors/adult population in the reporting country.", "sourceOrganization": "Financial Access Survey (FAS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.03", "name": "Firms with a bank loan or line of credit (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percentage of firms in the formal sector with a line of credit or a loan from a formal financial institution, such as a bank, credit union, microfinance institution, or cooperative.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.04", "name": "Small firms with a bank loan or line of credit (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percentage of small firms (5-19 workers) in the formal sector with a line of credit or a loan from a (formal) financial institution, such as a bank, credit union, microfinance institution, or cooperative.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.05", "name": "Account at a formal financial institution (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "The percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.06", "name": "Saved at a financial institution in the past year (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "The percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.07", "name": "Loan from a financial institution in the past year (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "The percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.08", "name": "Account used for business purposes (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.09", "name": "Account used to receive government payments (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.10", "name": "Account used to receive remittances (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.11", "name": "Account used to receive wages (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.12", "name": "Saved any money in the past year (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who report saving or setting aside any money in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.13", "name": "Saved using a savings club in the past year (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.14", "name": "Loan in the past year (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (% age 15+). (Note that getting a loan does not necessarily require having an account.)", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.15", "name": "Loan from a private lender in the past year (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who report borrowing any money from a private lender in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.16", "name": "Loan from an employer in the past year (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who report borrowing any money from an employer in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.17", "name": "Loan through store credit in the past year (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.18", "name": "Loan from family or friends in the past year (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": " The percentage of respondents who report borrowing any money from family or friends in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.19", "name": "Checks used to make payments (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "The percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.20", "name": "Credit card (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "The percentage of respondents with a credit card (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.21", "name": "Debit card (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "The percentage of respondents with a debit card (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.22", "name": "Electronic payments used to make payments (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "The percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.23", "name": "Mobile phone used to pay bills (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "The percentage of respondents who report using a mobile phone to pay bills in the past 12 months (% age 15+). ", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.24", "name": "Mobile phone used to send money (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "The percentage of respondents who report using a mobile phone to send money in the past 12 months (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.25", "name": "ATMs per 100,000 adults", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "For each country calculated as: 100,000*Number of ATMs/adult population in the reporting country.", "sourceOrganization": "Financial Access Survey (FAS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.26", "name": "Depositing/withdrawing at least once in a typical month (% age 15+)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Adults depositing/withdrawing at least once in a typical month (% age 15+). It is calculated as follows: (100 - \"0 deposits/withdrawals in typical month (% with an account,  age 15+)\" ) * (\"Account at a formal financial institution (% age 15+)\") / 100.  \"0 deposits/withdrawals in typical month (% with an account,  age 15+)\" denotes the percentage of respondents with an account at a formal financial institution who report making zero deposits into or zero withdrawals from their personal account(s) in a typical month (also called \u201cinactive account\u201d). This includes cash or electronic deposits, or any time money is put into or removed from account(s) by self or others (% age 15+, with an account). \"Account at a formal financial institution (% age 15+)\" denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (% age 15+).", "sourceOrganization": "Global Financial Inclusion (Global Findex) Database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.27", "name": "Firms with a checking or savings account (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percentage of firms with a checking or savings account.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.28", "name": "Firms using banks to finance investments (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percentage of firms using banks to finance purchases of fixed assets.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.29", "name": "Firms using banks to finance working capital (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percentage of firms using bank loans to finance working capital.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.30", "name": "Loans requiring collateral (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percentage of loans where a formal financial institution requires collateral in order to provide the financing.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.31", "name": "Value of collateral needed for a loan (% of the loan amount)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Value of collateral needed by a formal financial institution for a loan or line of credit as a percentage of the loan value or the value of the line of credit.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.32", "name": "Firms not needing a loan (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percent of firms that did not apply for a loan in the last fiscal year because they did not need a loan. The denominator is the sum of all firms who applied and did not apply for a loan. The numerator is the number of firms who did not apply for a loan and also stated that they did not need a loan.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.33", "name": "Firms whose recent loan application was rejected (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percent of firms whose most recent loan application was rejected by a formal financial institution.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.34", "name": "Investments financed by banks (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Estimated proportion of purchases of fixed assets that was financed from bank loans.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.35", "name": "Working capital financed by banks (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Proportion of the working capital that was financed by bank loans.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AI.36", "name": "Firms identifying access to finance as a major constraint (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percentage of firms identifying access/cost of finance as a \"major\" or \"very severe\" obstacle.", "sourceOrganization": "Enterprise Surveys, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AM.01", "name": "Value traded excluding top 10 traded companies to total value traded (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Value of all traded shares outside of the top ten largest traded companies as a share of total value of all traded shares in a stock market exchange. WFE provides data on the exchange level. This variable is aggregated up to the country level by taking a simple average over exchanges.", "sourceOrganization": "World Federation of Exchanges", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AM.02", "name": "Market capitalization excluding top 10 companies to total market capitalization (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Value of listed shares outside of the top ten largest companies to total value of all listed shares. ", "sourceOrganization": "World Federation of Exchanges", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.AM.03", "name": "Nonfinancial corporate bonds to total bonds and notes outstanding (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Total amount of domestic nonfinancial corporate bonds and notes outstanding (BIS Table 16B) to total amount of domestic bonds and notes outstanding, both corporate and noncorporate (BIS Table 16A).", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.01", "name": "Private credit by deposit money banks to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Private credit by deposit money banks and other financial institutions to GDP, calculated using the following deflation method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is credit to the private sector, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF\u2019s International Financial Statistics. Private credit by deposit money banks (IFS line 22d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.02", "name": "Deposit money banks'' assets to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Claims on domestic real nonfinancial sector by deposit money banks as a share of GDP, calculated using the following deflation method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is deposit money bank claims, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF\u2019s International Financial Statistics. Deposit money bank assets (IFS lines 22, a-d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.03", "name": "Nonbank financial institutions\u2019 assets to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Claims on domestic real nonfinancial sector by other financial institutions as a share of GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at]  where F is other financial institutions' claims, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF\u2019s International Financial Statistics. Nonbank financial institutions assets (IFS lines 42, a-d, h, and s); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.04", "name": "Deposit money bank assets to deposit money bank assets and central bank assets (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from the electronic version of the IMF's International Financial Statistics (IFS lines 12 and 22, a-d).", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.05", "name": "Liquid liabilities to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Ratio of liquid liabilities to GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is liquid liabilities, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF's International Financial Statistics. Liquid liabilities (IFS lines 55L or, if not available, line 35L); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF) For Eurocurrency  area countries liquid liabilities are estimated by summing IFS items 34A, 34B and 35.", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.06", "name": "Central bank assets to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Claims on domestic real nonfinancial sector by the Central Bank as a share of GDP, calculated using the following deflation method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is Central Bank claims, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF's International Financial Statistics. Central Bank claims (IFS lines 12, a-d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.07", "name": "Mutual fund assets to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Data taken from a variety of sources such as Investment Company Institute and national sources.", "sourceOrganization": "World Bank - Non banking financial database", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.08", "name": "Financial system deposits to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Demand, time and saving deposits in deposit money banks and other financial institutions as a share of GDP, calculated using the following deflation method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is demand and time and saving deposits, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF\u2019s International Financial Statistics. Financial system deposits (IFS lines 24, 25, 44, and 45); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.09", "name": "Life insurance premium volume to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Premium data is taken from various issues of Sigma reports (Swiss Re). Data on GDP in US dollars is from the electronic version of the World Development Indicators.", "sourceOrganization": "Sigma Reports, Swiss Re", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.10", "name": "Non-life insurance premium volume to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Premium data is taken from various issues of Sigma reports (Swiss Re). Data on GDP in US dollars is from the electronic version of the World Development Indicators.", "sourceOrganization": "Sigma Reports, Swiss Re", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.11", "name": "Insurance company assets to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Data taken from a variety of sources such as AXCO and national sources.", "sourceOrganization": "Nonbanking financial database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.12", "name": "Private credit by deposit money banks and other financial institutions to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Private credit by deposit money banks and other financial institutions to GDP, calculated using the following deflation method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is credit to the private sector, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF\u2019s International Financial Statistics. Private credit by deposit money banks and other financial institutions (IFS lines 22d and 42d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF)", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.13", "name": "Pension fund assets to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Ratio of assets of pension funds to GDP. A pension fund is any plan, fund, or scheme that provides retirement income. Data taken from a variety of sources such as OECD, AIOS, FIAP and national sources.", "sourceOrganization": "Nonbanking financial database, World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DI.14", "name": "Domestic credit to private sector (% of GDP)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Domestic credit to private sector refers to financial resources provided to the private sector, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.", "sourceOrganization": "World Development Indicators (WDI), World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.01", "name": "Stock market capitalization to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Value of listed shares to GDP, calculated using the following deflation  method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is stock market capitalization, P_e is end-of period CPI, and P_a  is average annual CPI. End-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF) and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).", "sourceOrganization": "Global Stock Markets Factbook and supplemental S&P data, Standard & Poor's", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.02", "name": "Stock market total value traded to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Total value of all traded shares in a stock market exchange as a percentage of GDP.  Following deflation method is use:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is stock market capitalization, P_e is end-of period CPI, and P_a  is average annual CPI. End-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF) and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).", "sourceOrganization": "Global Stock Markets Factbook and supplemental S&P data, Standard & Poor's", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.03", "name": "Outstanding domestic private debt securities to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Total amount of domestic private debt securities (amounts outstanding) issued in domestic markets as a share of GDP. It covers data on long-term bonds and notes, commercial paper and other short-term notes. Table 16A (domestic debt amount): all issuers minus governments / GDP. End of year data (i.e. December data) are considered for debt securities.  The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level domestic private debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators. End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.04", "name": "Outstanding domestic public debt securities to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Total amount of domestic public debt securities (amounts outstanding) issued in domestic markets as a share of GDP. It covers long-term bonds and notes, treasury bills, commercial paper and other short-term notes. Table 16A (domestic debt amount): governments / GDP. End of year data (i.e. December data) are considered for debt securities. The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level domestic public debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators. End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.05", "name": "Outstanding international private debt securities to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Amount of private international debt securities (amounts outstanding), as a share of GDP. It covers long-term bonds and notes and money market instruments placed on international markets. (Table 12A  (international debt amount: all issuers) - Table 12D (international debt amount: governments)) / GDP. End of year data (i.e. December data) are considered for debt securities. The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level intenational private debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators.End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.06", "name": "Outstanding international public debt securities to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Amount of public international debt securities (amounts outstanding), as a share of GDP. It covers long-term bonds and notes and money market instruments placed on international markets. Table 12D (international debt amount): governments / GDP. End of year data (i.e. December data) are considered for debt securities. The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level international public debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators. End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.07", "name": "International debt issues to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Total value of outstanding international debt issues both public and private, as a share of GDP. Offshore bank loan data from BIS Statistical Appendix Table 12A (Amount Outstanding): International debt securities - all issuers.", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.08", "name": "Gross portfolio equity liabilities to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Ratio of gross portfolio equity liabilities to GDP. Equity liabilities include shares, stocks, participation, and similar documents (such as American depository receipts) that usually denote ownership of equity. Raw data are from the electronic version of the IMF's International Financial Statistics. IFS line 79LDDZF/ GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF). ", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.09", "name": "Gross portfolio equity assets to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Ratio of gross portfolio equity assets to GDP. Equity assets include shares, stocks, participation, and similar documents (such as American depository receipts) that usually denote ownership of equity. Raw data are from the electronic version of the IMF's International Financial Statistics. IFS line 79ADDZF / GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF). ", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.10", "name": "Gross portfolio debt liabilities to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Ratio of gross portfolio debt liabilities to GDP. Debt liabilities cover (1) bonds, debentures, notes, etc., and (2) money market or negotiable debt instruments. Raw data are from the electronic version of the IMF's International Financial Statistics. IFS line 79LEDZF / GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF). ", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.DM.11", "name": "Gross portfolio debt assets to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GFDD.DM.12", "name": "Syndicated loan issuance volume to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GFDD.DM.13", "name": "Corporate bond issuance volume to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GFDD.DM.14", "name": "Syndicated loan average maturity (years)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GFDD.DM.15", "name": "Corporate bond average maturity (years)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GFDD.DM.16", "name": "Credit flows by fintech and bigtech companies to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GFDD.EI.01", "name": "Bank net interest margin (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope. Data2080[t] / ((data2010[t] + data2010[t-1])/2). Numerator and denominator are aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.EI.02", "name": "Bank lending-deposit spread", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from the electronic version of the IMF\u2019s International Financial Statistics. Difference between lending rate and deposit rate. Lending rate is the rate charged by banks on loans to the private sector and deposit interest rate is the rate offered by commercial banks on three-month deposits. IFS line 60P - line 60L. ", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.EI.03", "name": "Bank noninterest income to total income (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope. Data2085 / (data2080 + data2085). Number is only calculated when net-interest income is not negative. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.EI.04", "name": "Bank overhead costs to total assets (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope. Data2090[t] / ((data2025[t] + data2025[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.EI.05", "name": "Bank return on assets (%, after tax)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope. Data2115[t] / ((data2025[t] + data2025[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.EI.06", "name": "Bank return on equity (%, after tax)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope.  Data2115[t] / ((data2055[t] + data2055[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.EI.07", "name": "Bank cost to income ratio (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope.  Data2090 / (data2080 + data2085). All Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.EI.08", "name": "Credit to government and state-owned enterprises to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from the electronic version of the IMF\u2019s International Financial Statistics. (IFS line 22A + line 22B + line 22C) / GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF). ", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.EI.09", "name": "Bank return on assets (%, before tax)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope. Data10270[t] / ((data2025[t] + data2025[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.EI.10", "name": "Bank return on equity (%, before tax)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope.  Data10270[t] / ((data2055[t] + data2055[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.EM.01", "name": "Stock market turnover ratio (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Ratio of the value of total shares traded to average real market capitalization, the denominator is deflated using the following method:  Tt/P_at/{(0.5)*[Mt/P_et + Mt-1/P_et-1] where T is total value traded, M is stock market capitalization, P_e is end-of period CPI. (IFS line 64M..ZF or, if not available, 64Q..ZF) and annual CPI (IFS line 64..ZF) are from the IMF\u2019s International Financial Statistics.", "sourceOrganization": "Global Stock Markets Factbook and supplemental S&P data, Standard & Poor's", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.01", "name": "Bank concentration (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope. (Sum(data2025) for three largest banks in Bankscope) / (Sum(data2025) for all banks in Bankscope). Only reported if number of banks in Bankscope is 3 or more. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.02", "name": "Bank deposits to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Demand, time and saving deposits in deposit money banks as a share of GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is demand and time and saving deposits, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF\u2019s International Financial Statistics. Bank deposits (IFS lines 24 and 25); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.06", "name": "5-bank asset concentration", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope. (Sum(data2025) for five largest banks in Bankscope) / (Sum(data2025) for all banks in Bankscope). Only reported if number of banks in Bankscope is 5 or more. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.07", "name": "Liquid liabilities in millions USD (2000 constant)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from the electronic version of the IMF's International Financial Statistics. Liquid liabilities (IFS lines 55L..ZF or, if not available, line 35L..ZF); for Eurocurrency area countries (BEF, DEM, ESP, FRF, GRD, IEP, ITL, LUF, NLG, ATS, PTE, FIM), liquid liabilities are estimated by summing IFS items 34A, 34B and 35.", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.08", "name": "Loans from nonresident banks (net) to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Ratio of net offshore bank loans to GDP. An offshore bank is a bank located outside the country of residence of the depositor, typically in a low tax jurisdiction (or tax haven) that provides financial and legal advantages. Offshore bank loan data from BIS Statistical Appendix Table 12A (Net Issues): International debt securities - all issuers.", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.09", "name": "Loans from nonresident banks (amounts outstanding) to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Ratio of outstanding offshore bank loans to GDP. An offshore bank is a bank located outside the country of residence of the depositor, typically in a low tax jurisdiction (or tax haven) that provides financial and legal advantages. Offshore bank loan data from BIS Statistical Appendix Table 7A: External loans and deposits of reporting banks vis-\u00e0-vis all sectors.", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.10", "name": "External loans and deposits of reporting banks vis-\u00e0-vis the banking sector (% of domestic bank deposits)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Data is from BIS Statistical Appendix Table 7A minus 7B: External loans and deposits of reporting banks vis-\u00e0-vis all sectors minus external loans and deposits of reporting banks vis-\u00e0-vis nonbanking sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e. December data) are used.", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.11", "name": "External loans and deposits of reporting banks vis-\u00e0-vis the nonbanking sectors (% of domestic bank deposits)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Data is from BIS Statistical Appendix Table 7B: External loans and deposits of reporting banks vis-\u00e0-vis nonbanking sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e. December data) are used.", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.12", "name": "External loans and deposits of reporting banks vis-\u00e0-vis all sectors (% of domestic bank deposits)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Data is from BIS Statistical Appendix Table 7A: External loans and deposits of reporting banks vis-\u00e0-vis all sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e. December data) are used.", "sourceOrganization": "Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.13", "name": "Remittance inflows to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Workers' remittances and compensation of employees comprise current transfers by migrant workers and wages and salaries earned by nonresident workers. Data are the sum of three items defined in the fifth edition of the IMF's Balance of Payments Manual: workers' remittances, compensation of employees, and migrants' transfers. Remittances are classified as current private transfers from migrant workers resident in the host country for more than a year, irrespective of their immigration status, to recipients in their country of origin. Migrants' transfers are defined as the net worth of migrants who are expected to remain in the host country for more than one year that is transferred from one country to another at the time of migration. Compensation of employees is the income of migrants who have lived in the host country for less than a year.", "sourceOrganization": "World Development Indicators (WDI), World Bank", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.14", "name": "Consolidated foreign claims of BIS reporting banks to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "The ratio of consolidated foreign claims to GDP of the banks that are reporting to BIS. Foreign claims are defined as the sum of cross-border claims plus foreign offices\u2019 local claims in all currencies. In the consolidated banking statistics claims that are granted or extended to nonresidents are referred to as either cross-border claims.  In the context of the consolidated banking statistics, local claims refer to claims of domestic banks\u2019 foreign affiliates (branches/subsidiaries) on the residents of the host country (i.e. country of residence of affiliates). Items (A+L from BIS Table 9A). End-of-year data (i.e. December data) are considered for banks claims. GDP is from World Development Indicators.", "sourceOrganization": "Consolidated banking statistics, Bank for International Settlements (BIS)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.15", "name": "Foreign banks among total banks (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percentage of the number of foreign owned banks to the number of the total banks in an Economy. A foreign bank is a bank where 50 percent or more of its shares are owned by foreigners.", "sourceOrganization": "Stijn Claessens and Neeltje van Horen, 2012. \"Foreign Banks: Trends, Impact and Financial Stability\" IMF Working Paper, WP/12/10", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.16", "name": "Foreign bank assets among total bank assets (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Percentage of the total banking assets that are held by foreign banks. A foreign bank is a bank where 50 percent or more of its shares are owned by foreigners.", "sourceOrganization": "Stijn Claessens and Neeltje van Horen, 2012. \"Foreign Banks: Trends, Impact and Financial Stability\" IMF Working Paper, WP/12/10", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.16a", "name": "Foreign bank assets among total banks assets (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GFDD.OI.17", "name": "Global leasing volume to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Ratios calculated by source.", "sourceOrganization": "White Clarke Global Leasing Report", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.18", "name": "Total factoring volume to GDP (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "GDP data provided by IFS and converted into USD using IFS exchange rates.", "sourceOrganization": "Factors Chain International", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.19", "name": "Banking crisis dummy (1=banking crisis, 0=none)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "A banking crisis is defined as systemic if two conditions are met: a. Significant signs of financial distress in the banking system (as indicated bysignificant bank runs, losses in the banking system, and/or bank liquidations), b. Significant banking policy intervention measures in response to significant losses in the banking system. The first year that both criteria are met is considered as the year when the crisis start becoming systemic.  The end of a crisis is defined the year before both real GDP growth and real credit growth are positive for at least two consecutive years.", "sourceOrganization": "Luc Laeven and Fabi\u00e1n Valencia, 2012. \u201cSystemic Banking Crises Database: An Update\u201d, IMF Working Paper WP/12/163", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OI.20a", "name": "Government bank assets among total bank assets (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GFDD.OM.01", "name": "Number of listed companies per 1,000,000 people ", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Number of publicly listed companies per 1,000,000 people. Number of listed domestic companies is the domestically incorporated companies listed on the country's stock exchanges at the end of the year. This indicator does not include investment companies, mutual funds, or other collective investment vehicles.", "sourceOrganization": "Global Stock Markets Factbook and supplemental S&P data, Standard & Poor's", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.OM.02", "name": "Stock market return (%, year-on-year)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Stock market return is the growth rate of annual average stock market index. Annual average stock market index is constructed by taking the average of the daily stock market indexes available at Bloomberg.  ", "sourceOrganization": "Bloomberg", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.SI.01", "name": "Bank Z-score", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "It captures the probability of default of a country's banking system. Z-score compares the buffer of a country's banking system (capitalization and returns) with the volatility of those returns. It is estimated as (ROA+(equity/assets))/sd(ROA); sd(ROA) is the standard deviation of ROA. ROA, equity, and assets are country-level aggregate figures Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.SI.02", "name": "Bank non-performing loans to gross loans (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries. ", "sourceOrganization": "Financial Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.SI.03", "name": "Bank capital to total assets (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Ratio of bank capital and reserves to total assets. Capital and reserves include funds contributed by owners, retained earnings, general and special reserves, provisions, and valuation adjustments. Capital includes tier 1 capital (paid-up shares and common stock), which is a common feature in all countries' banking systems, and total regulatory capital, which includes several specified types of subordinated debt instruments that need not be repaid if the funds are required to maintain minimum capital levels (these comprise tier 2 and tier 3 capital). Total assets include all nonfinancial and financial assets. Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries.", "sourceOrganization": "Financial Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.SI.04", "name": "Bank credit to bank deposits (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from the electronic version of the IMF\u2019s International Financial Statistics. Private credit by deposit money banks (IFS line 22d); bank deposits (IFS lines 24 and 25).", "sourceOrganization": "International Financial Statistics (IFS), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.SI.05", "name": "Bank regulatory capital to risk-weighted assets (%) ", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries.", "sourceOrganization": "Financial Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.SI.06", "name": "Liquid assets to deposits and short term funding (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Raw data are from Bankscope.  Data2075 / data2030. Numerator and denominator are first aggregated on the country level before division. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.", "sourceOrganization": "Bankscope, Bureau van Dijk (BvD)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.SI.07", "name": "Provisions to nonperforming loans (%)", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Provisions to nonperforming loans. Nonperforming Loans are loans for which the contractual payments are delinquent, usually defined as and NPL ratio  being overdue for more than a certain number of days (e.g., usually more than 90 days). Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries.", "sourceOrganization": "Financial Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GFDD.SM.01", "name": "Stock price volatility", "unit": "", "source": {"id": "32", "value": "Global Financial Development"}, "sourceNote": "Stock price volatility is the average of the 360-day volatility of the national stock market index.", "sourceOrganization": "Bloomberg", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "GPFI1_TOTL", "name": "Financial knowledge score (0-3)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GPFI2", "name": "Disclosure index (0-5)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "Disclosure index denotes the sum of a variety of existing disclosure requirements. These are (i) Law specifies disclosure requirements in plain language, (ii) Law specifies disclosure requirements in local language, (iii) Law specifies requirement for prescribed standardized disclosure format, (iv) Law specifies requirement for recourse rights and processes, and (v) Law specifies disclosure requirement of annual percentage rate using standard formula for credit products.", "sourceOrganization": "", "topics": []}
{"id": "GPFI3", "name": "Dispute resolution index (0-1)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "Index reflecting the existence of formal internal and external dispute resolution mechanisms takes the value 1 if both resolution mechanisms are available, the value 0.5 if one of the mechanisms is available, and 0 if neither of the mechanisms is available.", "sourceOrganization": "", "topics": []}
{"id": "GPFI4", "name": "Getting credit: Distance to frontier (0-100)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "Getting credit: Distance to the frontier denotes the distance of each economy to the \u201cfrontier,\u201d which represents the highest performance observed on the  getting credit indicator across all economies included in Doing Business. An economy\u2019s distance to frontier is indicated on a scale from 0 to 100, where 0 represents the lowest performance and 100 the frontier.", "sourceOrganization": "", "topics": []}
{"id": "GPSS", "name": "Interoperability of ATM networks and interoperability of POS terminals (0-1)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GPSS_1", "name": "E-money accounts per 1,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GPSS_2", "name": "Retail cashless transactions per 1,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GPSS_3", "name": "Agents of payment service providers per 100,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GPSS_4", "name": "POS terminals per 100,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GPSS_5", "name": "Debit cards per 1,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-1", "name": "Gender impact analysis of budget policy proposals", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-1.1", "name": "(i) Gender impact analysis of expenditure policy proposals", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-1.2", "name": "Gender impact analysis of revenue policy proposals", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-2", "name": "Gender responsive public investment management", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-2.1", "name": "(i) Gender responsive public investment management", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-3", "name": "Gender responsive budget circular", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-3.1", "name": "(i) Gender responsive budget circular", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-4", "name": "Gender responsive budget proposal documentation", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-4.1", "name": "(i) Gender responsive budget proposal documentation", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-5", "name": "Sex-disaggregated performance information", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-5.1", "name": "(i) Sex-disaggregated performance plans for service delivery", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-5.2", "name": "(ii) Sex-disaggregated performance achieved for service delivery", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-6", "name": "Tracking budget expenditure for gender equality", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-6.1", "name": "(i) Tracking budget expenditure for gender equality", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-7", "name": "Gender responsive reporting", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-7.1", "name": "(i) Gender responsive reporting", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-8", "name": "Evaluation of gender impacts of service delivery", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-8.1", "name": "(i) Evaluation of gender impacts of service delivery", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-9", "name": "Legislative scrutiny of gender impacts of the budget", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-9.1", "name": "(i) Gender responsive legislative scrutiny of budgets", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GRPFM-9.2", "name": "(ii) Gender responsive legislative scrutiny of audit reports", "unit": "", "source": {"id": "79", "value": "PEFA_GRPFM"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gtap10VACapital", "name": "Value-added from Capital in GTAP10P3COD", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gtap10VALabor", "name": "Value-added from labor in GTAP10P3COD (in USD 2014 million)", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GV.BAL.OVRL.CN", "name": "Government Deficit (-) or Surplus (local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "GV.CONT.CO.ES", "name": "Control of Corruption (estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Control of corruption measures the extent to which public power is exercised for private gain, including petty and grand forms of corruption, as well as \u201ccapture\u201d of the state by elites and private interests.  Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.  ", "sourceOrganization": "\"World Bank Institute.\r\"", "topics": []}
{"id": "GV.CONT.CO.NO", "name": "Control of Corruption (number of surveys/polls)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.CONT.CO.ES.  This is the number of surveys/polls used to derive the GV.CONT.CO.ES.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.CONT.CO.SE", "name": "Control of Corruption (standard error)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.CONT.CO.ES.  Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.GOVT.EF.ES", "name": "Government Effectiveness (estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Government effectiveness measures the quality of public services, the quality and degree of independence from political pressures of the civil service, the quality of policy formulation and implementation, and the credibility of the government\u2019s commitment to such policies. Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.GOVT.EF.NO", "name": "Government Effectiveness (number of surveys/polls)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.GOVT.EF.ES.  This is the number of surveys/polls used to derive the GV.GOVT.EF.ES.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.GOVT.EF.SE", "name": "Government Effectiveness (standard error)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.GOVT.EF.ES. Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.POLI.ST.ES", "name": "Political Stability/No Violence (estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Political stability and absence of violence measures the perceptions of the likelihood that the government will be destabilized or overthrown by unconstitutional or violent means, including domestic violence or terrorism.  Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.POLI.ST.NO", "name": "Political Stability/No Violence (number of surveys/polls)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.POL.ST.ES.  This is the number of surveys/polls used to derive the GV.POL.ST.ES.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.POLI.ST.SE", "name": "Political Stability/No Violence (standard error)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.POLI.ST.SD.  Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.REGL.LA.ES", "name": "Regulatory Quality (estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Regulatory quality measures the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development.  Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.REGL.LA.NO", "name": "Regulatory Quality (number of surveys/polls)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.REGL.LA.ES.  This is the number of surveys/polls used to derive the GV.REGL.LA.ES.  ", "sourceOrganization": "World Bank Institute.", "topics": [{}]}
{"id": "GV.REGL.LA.SE", "name": "Regulatory Quality (standard error)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.REGL.LA.ES.  Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.RULE.LW.ES", "name": "Rule of Law (estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Rule of law measures the extent to which agents have confidence in and abide by the rules of society, in particular the quality of contract enforcement, the police, and the courts, as well as the likelihood of crime and violence.  Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.RULE.LW.NO", "name": "Rule of Law (number off surveys/polls)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.RULE.LW.ES.  This is the number of surveys/polls used to derive the GV.RULE.LW.ES.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.RULE.LW.SE", "name": "Rule of Law (standard error)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.RULE.LW.ES.   Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.TI.RANK.IDX", "name": "Corruption Perceptions Index (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the ranking from the annual Transparency International corruption perceptions index, which ranks more than 150 countries in terms of perceived levels of corruption, as determined by expert assessments and opinion surveys.  For more information on this indicator, please visit http://www.transparency.org/policy_research/surveys_indices/cpi the Transparency International page on the topic.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.TI.SCOR.IDX", "name": "Corruption Perceptions Index (score)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This information is from the http://www.transparency.org Transparency International web site.  More information may be available there.  CPI Score relates to perceptions of the degree of corruption as seen by business people and country analysts, and ranges between 0 (highly corrupt) and 10 (highly clean).  Data for 2012 Corruption Perceptions Index scores countries on a scale from 0 (highly corrupt) to 100 (very clean).  Confidence range provides a range of possible values of the CPI score. This reflects how a country's score may vary, depending on measurement precision. Nominally, with 5 percent probability the score is above this range and with another 5 percent it is below.", "sourceOrganization": "Transparency International", "topics": []}
{"id": "GV.VOIC.AC.ES", "name": "Voice and Accountability (estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Voice and accountability measures the extent to which a country\u2019s citizens are able to participate in selecting their government and to enjoy freedom of expression, freedom of association, and a free media.  Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.VOIC.AC.NO", "name": "Voice and Accountability (number of surveys/polls)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.VOIC.AC.ES.  This is the number of surveys/polls used to derive the GV.VOIC.AC.ES.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "GV.VOIC.AC.SE", "name": "Voice and Accountability (standard error)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "See definition GV.VOIC.AC.ES.  Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.  ", "sourceOrganization": "World Bank Institute.", "topics": []}
{"id": "gwp1_n", "name": "Access to a mobile phone (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp1_n_1", "name": "Access to a mobile phone, female (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp1_n_2", "name": "Access to a mobile phone, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp1_n_3", "name": "Access to a mobile phone, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp1_n_4", "name": "Access to a mobile phone, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp1_n_5", "name": "Access to a mobile phone (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp1_n_6", "name": "Access to a mobile phone (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp1_n_7", "name": "Access to a mobile phone (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp2_n", "name": "Access to internet (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp2_n_1", "name": "Access to internet, female (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp2_n_2", "name": "Access to internet, male (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp2_n_3", "name": "Access to internet, income, poorest 40% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp2_n_4", "name": "Access to internet, income, richest 60% (% age 15+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp2_n_5", "name": "Access to internet (% ages 15-34)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp2_n_6", "name": "Access to internet (% ages 35-59)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "gwp2_n_7", "name": "Access to internet (% age 60+)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HD.HCI.AMRT", "name": "Survival Rate from Age 15-60", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Adult survival rate is calculated by subtracting the mortality rate for 15-60 year-olds from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.", "sourceOrganization": "United Nations Population Division, World Population Prospects: 2019 Revision, supplemented with data provided by World Bank Staff.", "topics": []}
{"id": "HD.HCI.AMRT.FE", "name": "Survival Rate from Age 15-60, Female", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Adult survival rate is calculated by subtracting the mortality rate for 15-60 year-olds from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.", "sourceOrganization": "United Nations Population Division, World Population Prospects: 2019 Revision, supplemented with data provided by World Bank Staff.", "topics": []}
{"id": "HD.HCI.AMRT.MA", "name": "Survival Rate from Age 15-60, Male", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Adult survival rate is calculated by subtracting the mortality rate for 15-60 year-olds from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.", "sourceOrganization": "United Nations Population Division, World Population Prospects: 2019 Revision, supplemented with data provided by World Bank Staff.", "topics": []}
{"id": "HD.HCI.EYRS", "name": "Expected Years of School", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Expected years of school is calculated as the sum of age-specific enrollment rates between ages 4 and 17. Age-specific enrollment rates are approximated using school enrollment rates at different levels: pre-primary enrollment rates approximate the age-specific enrolment rates for 4 and 5 year-olds; the primary rate approximates for 6-11 year-olds; the lower-secondary rate approximates for 12-14 year-olds; and the upper-secondary approximates for 15-17 year-olds. Most recent estimates are used.  Year of most recent primary enrollment rate used is shown  in data notes.", "sourceOrganization": "World Bank staff estimates based on data from UNESCO Institute for Statistics, supplemented with data provided by World Bank staff.", "topics": []}
{"id": "HD.HCI.EYRS.FE", "name": "Expected Years of School, Female", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Expected years of school is calculated as the sum of age-specific enrollment rates between ages 4 and 17. Age-specific enrollment rates are approximated using school enrollment rates at different levels: pre-primary enrollment rates approximate the age-specific enrolment rates for 4 and 5 year-olds; the primary rate approximates for 6-11 year-olds; the lower-secondary rate approximates for 12-14 year-olds; and the upper-secondary approximates for 15-17 year-olds. Most recent estimates are used.  Year of most recent primary enrollment rate used is shown  in data notes.", "sourceOrganization": "World Bank staff estimates based on data from UNESCO Institute for Statistics, supplemented with data provided by World Bank staff.", "topics": []}
{"id": "HD.HCI.EYRS.MA", "name": "Expected Years of School, Male", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Expected years of school is calculated as the sum of age-specific enrollment rates between ages 4 and 17. Age-specific enrollment rates are approximated using school enrollment rates at different levels: pre-primary enrollment rates approximate the age-specific enrolment rates for 4 and 5 year-olds; the primary rate approximates for 6-11 year-olds; the lower-secondary rate approximates for 12-14 year-olds; and the upper-secondary approximates for 15-17 year-olds. Most recent estimates are used.  Year of most recent primary enrollment rate used is shown  in data notes.", "sourceOrganization": "World Bank staff estimates based on data from UNESCO Institute for Statistics, supplemented with data provided by World Bank staff.", "topics": []}
{"id": "HD.HCI.HLOS", "name": "Harmonized Test Scores", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Harmonized test scores from major international student achievement testing programs.They are measured in TIMSS-equivalent units, where 300 is minimal attainment and 625 is advanced attainment. Most recent estimates are used.  Year of most recent estimate shown in data notes. \n\nTest scores from the following testing programs are included:\n\u2022 TIMSS/PIRLS:  Refers to average of test scores from TIMSS (Trends in International Maths and Science Study) and PIRLS (Progress in International Reading Literacy Study), both carried out by the International Association for the Evaluation of Educational Achievement. Data from each PIRLS round is moved to the year of the nearest TIMSS round and averaged with the TIMSS data.     \n\u2022 PISA:  Refers to test scores from Programme for International Student Assessment\n\u2022 PISA+TIMSS/PIRLS:  Refers to the average of these programs for countries and years where both are available\n\u2022 SACMEQ:  Refers to test scores from Southern and Eastern Africa Consortium for Monitoring Educational Quality \n\u2022 PASEC: Refers to test scores from Program of Analysis of Education Systems\n\u2022 LLECE:  Refers to test scores from Latin American Laboratory for Assessment of the Quality of Education\n\u2022 PILNA: Refers to test scores from Pacific Islands Literacy and Numeracy Assessment\n\u2022 EGRA:  Refers to test scores from nationally-representative Early Grade Reading Assessments  \n\u2022 EGRANR:  Refers to test scores from non-nationally-representative Early Grade Reading Assessments", "sourceOrganization": "Patrinos and Angrist (2018).  http://documents.worldbank.org/curated/en/390321538076747773/Global-Dataset-on-Education-Quality-A-Review-and-Update-2000-2017", "topics": []}
{"id": "HD.HCI.HLOS.FE", "name": "Harmonized Test Scores, Female", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Harmonized test scores from major international student achievement testing programs.They are measured in TIMSS-equivalent units, where 300 is minimal attainment and 625 is advanced attainment. Most recent estimates are used.  Year of most recent estimate shown in data notes. \n\nTest scores from the following testing programs are included:\n\u2022 TIMSS/PIRLS:  Refers to average of test scores from TIMSS (Trends in International Maths and Science Study) and PIRLS (Progress in International Reading Literacy Study), both carried out by the International Association for the Evaluation of Educational Achievement. Data from each PIRLS round is moved to the year of the nearest TIMSS round and averaged with the TIMSS data.     \n\u2022 PISA:  Refers to test scores from Programme for International Student Assessment\n\u2022 PISA+TIMSS/PIRLS:  Refers to the average of these programs for countries and years where both are available\n\u2022 SACMEQ:  Refers to test scores from Southern and Eastern Africa Consortium for Monitoring Educational Quality \n\u2022 PASEC: Refers to test scores from Program of Analysis of Education Systems\n\u2022 LLECE:  Refers to test scores from Latin American Laboratory for Assessment of the Quality of Education\n\u2022 PILNA: Refers to test scores from Pacific Islands Literacy and Numeracy Assessment\n\u2022 EGRA:  Refers to test scores from nationally-representative Early Grade Reading Assessments  \n\u2022 EGRANR:  Refers to test scores from non-nationally-representative Early Grade Reading Assessments", "sourceOrganization": "Patrinos and Angrist (2018).  http://documents.worldbank.org/curated/en/390321538076747773/Global-Dataset-on-Education-Quality-A-Review-and-Update-2000-2017", "topics": []}
{"id": "HD.HCI.HLOS.MA", "name": "Harmonized Test Scores, Male", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Harmonized test scores from major international student achievement testing programs.They are measured in TIMSS-equivalent units, where 300 is minimal attainment and 625 is advanced attainment. Most recent estimates are used.  Year of most recent estimate shown in data notes. \n\nTest scores from the following testing programs are included:\n\u2022 TIMSS/PIRLS:  Refers to average of test scores from TIMSS (Trends in International Maths and Science Study) and PIRLS (Progress in International Reading Literacy Study), both carried out by the International Association for the Evaluation of Educational Achievement. Data from each PIRLS round is moved to the year of the nearest TIMSS round and averaged with the TIMSS data.     \n\u2022 PISA:  Refers to test scores from Programme for International Student Assessment\n\u2022 PISA+TIMSS/PIRLS:  Refers to the average of these programs for countries and years where both are available\n\u2022 SACMEQ:  Refers to test scores from Southern and Eastern Africa Consortium for Monitoring Educational Quality \n\u2022 PASEC: Refers to test scores from Program of Analysis of Education Systems\n\u2022 LLECE:  Refers to test scores from Latin American Laboratory for Assessment of the Quality of Education\n\u2022 PILNA: Refers to test scores from Pacific Islands Literacy and Numeracy Assessment\n\u2022 EGRA:  Refers to test scores from nationally-representative Early Grade Reading Assessments  \n\u2022 EGRANR:  Refers to test scores from non-nationally-representative Early Grade Reading Assessments", "sourceOrganization": "Patrinos and Angrist (2018).  http://documents.worldbank.org/curated/en/390321538076747773/Global-Dataset-on-Education-Quality-A-Review-and-Update-2000-2017", "topics": []}
{"id": "HD.HCI.LAYS", "name": "Learning-Adjusted Years of School", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Learning-adjusted years of school are calculated by multiplying the estimates of expected years of school by the ratio of most recent harmonized test scores to 625.", "sourceOrganization": "World Bank staff calculation based on methodology in Filmer et al. (2018).  http://documents.worldbank.org/curated/en/243261538075151093/Learning-Adjusted-Years-of-Schooling-LAYS-Defining-A-New-Macro-Measure-of-Education", "topics": []}
{"id": "HD.HCI.LAYS.FE", "name": "Learning-Adjusted Years of School, Female", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Learning-adjusted years of school are calculated by multiplying the estimates of expected years of school by the ratio of most recent harmonized test scores to 625.", "sourceOrganization": "World Bank staff calculation based on methodology in Filmer et al. (2018).  http://documents.worldbank.org/curated/en/243261538075151093/Learning-Adjusted-Years-of-Schooling-LAYS-Defining-A-New-Macro-Measure-of-Education", "topics": []}
{"id": "HD.HCI.LAYS.MA", "name": "Learning-Adjusted Years of School, Male", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Learning-adjusted years of school are calculated by multiplying the estimates of expected years of school by the ratio of most recent harmonized test scores to 625.", "sourceOrganization": "World Bank staff calculation based on methodology in Filmer et al. (2018).  http://documents.worldbank.org/curated/en/243261538075151093/Learning-Adjusted-Years-of-Schooling-LAYS-Defining-A-New-Macro-Measure-of-Education", "topics": []}
{"id": "HD.HCI.MORT", "name": "Probability of Survival to Age 5", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Probability of survival to age 5 is calculated by subtracting the under-5 mortality rate from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.", "sourceOrganization": "United Nations Inter-agency Group for Child Mortality Estimation (UN IGME), supplemented with data provided by World Bank staff.", "topics": []}
{"id": "HD.HCI.MORT.FE", "name": "Probability of Survival to Age 5, Female", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Probability of survival to age 5 is calculated by subtracting the under-5 mortality rate from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": []}
{"id": "HD.HCI.MORT.MA", "name": "Probability of Survival to Age 5, Male", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Probability of survival to age 5 is calculated by subtracting the under-5 mortality rate from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.", "sourceOrganization": "United Nations Inter-agency Group for Child Mortality Estimation (UN IGME), supplemented with data provided by World Bank staff.", "topics": []}
{"id": "HD.HCI.OVRL", "name": "Human Capital Index (HCI) (scale 0-1)", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "The HCI calculates the contributions of health and education to worker productivity. The final index score ranges from zero to one and measures the productivity as a future worker of child born today relative to the benchmark of full health and complete education.", "sourceOrganization": "World Bank staff calculations based on the methodology described in World Bank (2018). https://openknowledge.worldbank.org/handle/10986/30498.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "HD.HCI.OVRL.FE", "name": "Human Capital Index (HCI), Female (scale 0-1)", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "The HCI calculates the contributions of health and education to worker productivity. The final index score ranges from zero to one and measures the productivity as a future worker of child born today relative to the benchmark of full health and complete education.", "sourceOrganization": "World Bank staff calculations based on the methodology described in World Bank (2018). https://openknowledge.worldbank.org/handle/10986/30498.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "HD.HCI.OVRL.LB", "name": "Human Capital Index (HCI), Lower Bound (scale 0-1)", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "The HCI lower bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.", "sourceOrganization": "World Bank staff calculations based on the methodology described in Kraay (2018).  http://documents.worldbank.org/curated/en/300071537907028892/Methodology-for-a-World-Bank-Human-Capital-Index", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "HD.HCI.OVRL.LB.FE", "name": "Human Capital Index (HCI), Female, Lower Bound (scale 0-1)", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "The HCI lower bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.", "sourceOrganization": "World Bank staff calculations based on the methodology described in Kraay (2018).  http://documents.worldbank.org/curated/en/300071537907028892/Methodology-for-a-World-Bank-Human-Capital-Index", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "HD.HCI.OVRL.LB.MA", "name": "Human Capital Index (HCI), Male, Lower Bound (scale 0-1)", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "The HCI lower bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.", "sourceOrganization": "World Bank staff calculations based on the methodology described in Kraay (2018).  http://documents.worldbank.org/curated/en/300071537907028892/Methodology-for-a-World-Bank-Human-Capital-Index", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "HD.HCI.OVRL.MA", "name": "Human Capital Index (HCI), Male (scale 0-1)", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "The HCI calculates the contributions of health and education to worker productivity. The final index score ranges from zero to one and measures the productivity as a future worker of child born today relative to the benchmark of full health and complete education.", "sourceOrganization": "World Bank staff calculations based on the methodology described in World Bank (2018). https://openknowledge.worldbank.org/handle/10986/30498.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "HD.HCI.OVRL.UB", "name": "Human Capital Index (HCI), Upper Bound (scale 0-1)", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "The HCI upper bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.", "sourceOrganization": "World Bank staff calculations based on the methodology described in Kraay (2018).  http://documents.worldbank.org/curated/en/300071537907028892/Methodology-for-a-World-Bank-Human-Capital-Index", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "HD.HCI.OVRL.UB.FE", "name": "Human Capital Index (HCI), Female, Upper Bound (scale 0-1)", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "The HCI upper bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.", "sourceOrganization": "World Bank staff calculations based on the methodology described in Kraay (2018).  http://documents.worldbank.org/curated/en/300071537907028892/Methodology-for-a-World-Bank-Human-Capital-Index", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "HD.HCI.OVRL.UB.MA", "name": "Human Capital Index (HCI), Male, Upper Bound (scale 0-1)", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "The HCI upper bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.", "sourceOrganization": "World Bank staff calculations based on the methodology described in Kraay (2018).  http://documents.worldbank.org/curated/en/300071537907028892/Methodology-for-a-World-Bank-Human-Capital-Index", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "HD.HCI.STNT", "name": "Fraction of Children Under 5 Not Stunted", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Percentage not stunted is calculated by subtracting stunting rates from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.", "sourceOrganization": "UNICEF-WHO-World Bank Joint Malnutrition Estimates, supplemented with data provided by World Bank staff.", "topics": []}
{"id": "HD.HCI.STNT.FE", "name": "Fraction of Children Under 5 Not Stunted, Female", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Percentage not stunted is calculated by subtracting stunting rates from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.", "sourceOrganization": "UNICEF-WHO-World Bank Joint Malnutrition Estimates, supplemented with data provided by World Bank staff.", "topics": []}
{"id": "HD.HCI.STNT.MA", "name": "Fraction of Children Under 5 Not Stunted, Male", "unit": "", "source": {"id": "63", "value": "Human Capital Index"}, "sourceNote": "Percentage not stunted is calculated by subtracting stunting rates from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.", "sourceOrganization": "UNICEF-WHO-World Bank Joint Malnutrition Estimates, supplemented with data provided by World Bank staff.", "topics": []}
{"id": "HF.CON.AIDS.FE.ZS", "name": "Condom use in last intercourse (% of females at risk population)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.CON.AIDS.FE.ZS.Q1", "name": "Condom use in last intercourse (% of females at risk population): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.CON.AIDS.FE.ZS.Q2", "name": "Condom use in last intercourse (% of females at risk population): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.CON.AIDS.FE.ZS.Q3", "name": "Condom use in last intercourse (% of females at risk population): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.CON.AIDS.FE.ZS.Q4", "name": "Condom use in last intercourse (% of females at risk population): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.CON.AIDS.FE.ZS.Q5", "name": "Condom use in last intercourse (% of females at risk population): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.AIDS.ZS", "name": "Prevalence of HIV, total (% of population ages 15-49)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.AIDS.ZS.Q1", "name": "Prevalence of HIV, total (% of population ages 15-49): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.AIDS.ZS.Q2", "name": "Prevalence of HIV, total (% of population ages 15-49): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.AIDS.ZS.Q3", "name": "Prevalence of HIV, total (% of population ages 15-49): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.AIDS.ZS.Q4", "name": "Prevalence of HIV, total (% of population ages 15-49): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.AIDS.ZS.Q5", "name": "Prevalence of HIV, total (% of population ages 15-49): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.CONM.ZS", "name": "Contraceptive prevalence, modern methods (% of females ages 15-49)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.CONM.ZS.Q1", "name": "Contraceptive prevalence, modern methods (% of females ages 15-49): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.CONM.ZS.Q2", "name": "Contraceptive prevalence, modern methods (% of females ages 15-49): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.CONM.ZS.Q3", "name": "Contraceptive prevalence, modern methods (% of females ages 15-49): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.CONM.ZS.Q4", "name": "Contraceptive prevalence, modern methods (% of females ages 15-49): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.CONM.ZS.Q5", "name": "Contraceptive prevalence, modern methods (% of females ages 15-49): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.IMRT.IN", "name": "Mortality rate, infant (per 1,000 live births)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.IMRT.IN.Q1", "name": "Mortality rate, infant (per 1,000 live births): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.IMRT.IN.Q2", "name": "Mortality rate, infant (per 1,000 live births): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.IMRT.IN.Q3", "name": "Mortality rate, infant (per 1,000 live births): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.IMRT.IN.Q4", "name": "Mortality rate, infant (per 1,000 live births): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.IMRT.IN.Q5", "name": "Mortality rate, infant (per 1,000 live births): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.MORT", "name": "Mortality rate, under-5 (per 1,000)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.MORT.Q1", "name": "Mortality rate, under-5 (per 1,000): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.MORT.Q2", "name": "Mortality rate, under-5 (per 1,000): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.MORT.Q3", "name": "Mortality rate, under-5 (per 1,000): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.MORT.Q4", "name": "Mortality rate, under-5 (per 1,000): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.MORT.Q5", "name": "Mortality rate, under-5 (per 1,000): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.SMEA", "name": "Pap smear in last 5 years (% of females 30-49)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.SMEA.Q1", "name": "Pap smear in last 5 years (% of females 30-49): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.SMEA.Q2", "name": "Pap smear in last 5 years (% of females 30-49): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.SMEA.Q3", "name": "Pap smear in last 5 years (% of females 30-49): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.SMEA.Q4", "name": "Pap smear in last 5 years (% of females 30-49): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.DYN.SMEA.Q5", "name": "Pap smear in last 5 years (% of females 30-49): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.FULL", "name": "Immunization, full (% of children ages 15-23 months)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received Bacillus Calmette\u2013Gu\u00e9rin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.FULL.Q1", "name": "Immunization, full (% of children ages 15-23 months): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received Bacillus Calmette\u2013Gu\u00e9rin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.FULL.Q2", "name": "Immunization, full (% of children ages 15-23 months): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received Bacillus Calmette\u2013Gu\u00e9rin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.FULL.Q3", "name": "Immunization, full (% of children ages 15-23 months): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received Bacillus Calmette\u2013Gu\u00e9rin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.FULL.Q4", "name": "Immunization, full (% of children ages 15-23 months): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received Bacillus Calmette\u2013Gu\u00e9rin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.FULL.Q5", "name": "Immunization, full (% of children ages 15-23 months): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received Bacillus Calmette\u2013Gu\u00e9rin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.MEAS", "name": "Immunization, measles (% of children ages 15-23 months)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.MEAS.Q1", "name": "Immunization, measles (% of children ages 15-23 months): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.MEAS.Q2", "name": "Immunization, measles (% of children ages 15-23 months): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.MEAS.Q3", "name": "Immunization, measles (% of children ages 15-23 months): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.MEAS.Q4", "name": "Immunization, measles (% of children ages 15-23 months): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.IMM.MEAS.Q5", "name": "Immunization, measles (% of children ages 15-23 months): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": [{}]}
{"id": "HF.MLR.NETS.ZS", "name": "Use of insecticide-treated bed nets (% of under-5 population)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.MLR.NETS.ZS.Q1", "name": "Use of insecticide-treated bed nets (% of under-5 population): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.MLR.NETS.ZS.Q2", "name": "Use of insecticide-treated bed nets (% of under-5 population): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.MLR.NETS.ZS.Q3", "name": "Use of insecticide-treated bed nets (% of under-5 population): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.MLR.NETS.ZS.Q4", "name": "Use of insecticide-treated bed nets (% of under-5 population): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.MLR.NETS.ZS.Q5", "name": "Use of insecticide-treated bed nets (% of under-5 population): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ANV4.ZS", "name": "Pregnant women receiving prenatal care of at least four visits (% of pregnant women)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ANV4.ZS.Q1", "name": "Pregnant women receiving prenatal care of at least four visits (% of pregnant women): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ANV4.ZS.Q2", "name": "Pregnant women receiving prenatal care of at least four visits (% of pregnant women): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ANV4.ZS.Q3", "name": "Pregnant women receiving prenatal care of at least four visits (% of pregnant women): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ANV4.ZS.Q4", "name": "Pregnant women receiving prenatal care of at least four visits (% of pregnant women): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ANV4.ZS.Q5", "name": "Pregnant women receiving prenatal care of at least four visits (% of pregnant women): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ARIC.ZS", "name": "Acute respiratory infections treated (% of children under 5 with cough and rapid breathing)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to \u201cother\u201d healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ARIC.ZS.Q1", "name": "Acute respiratory infections treated (% of children under 5 with cough and rapid breathing): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to \u201cother\u201d healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ARIC.ZS.Q2", "name": "Acute respiratory infections treated (% of children under 5 with cough and rapid breathing): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to \u201cother\u201d healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ARIC.ZS.Q3", "name": "Acute respiratory infections treated (% of children under 5 with cough and rapid breathing): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to \u201cother\u201d healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ARIC.ZS.Q4", "name": "Acute respiratory infections treated (% of children under 5 with cough and rapid breathing): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to \u201cother\u201d healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ARIC.ZS.Q5", "name": "Acute respiratory infections treated (% of children under 5 with cough and rapid breathing): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to \u201cother\u201d healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BLSG.ZS", "name": "Blood sugar measured in last 5 years (% of population at risk of diabetes)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BLSG.ZS.Q1", "name": "Blood sugar measured in last 5 years (% of population at risk of diabetes): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BLSG.ZS.Q2", "name": "Blood sugar measured in last 5 years (% of population at risk of diabetes): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BLSG.ZS.Q3", "name": "Blood sugar measured in last 5 years (% of population at risk of diabetes): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BLSG.ZS.Q4", "name": "Blood sugar measured in last 5 years (% of population at risk of diabetes): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BLSG.ZS.Q5", "name": "Blood sugar measured in last 5 years (% of population at risk of diabetes): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BM15.FE", "name": "Mean BMI, female (ages 15-49)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM15.FE.Q1", "name": "Mean BMI, female (ages 15-49): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM15.FE.Q2", "name": "Mean BMI, female (ages 15-49): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM15.FE.Q3", "name": "Mean BMI, female (ages 15-49): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM15.FE.Q4", "name": "Mean BMI, female (ages 15-49): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM15.FE.Q5", "name": "Mean BMI, female (ages 15-49): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18", "name": "Mean BMI, adults (age 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.FE", "name": "Mean BMI, female (age 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.FE.Q1", "name": "Mean BMI, female (age 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.FE.Q2", "name": "Mean BMI, female (age 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.FE.Q3", "name": "Mean BMI, female (age 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.FE.Q4", "name": "Mean BMI, female (age 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.FE.Q5", "name": "Mean BMI, female (age 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.Q1", "name": "Mean BMI, adults (age 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.Q2", "name": "Mean BMI, adults (age 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.Q3", "name": "Mean BMI, adults (age 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.Q4", "name": "Mean BMI, adults (age 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BM18.Q5", "name": "Mean BMI, adults (age 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BMIN.MA", "name": "Mean BMI, male (age 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BMIN.MA.Q1", "name": "Mean BMI, male (age 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BMIN.MA.Q2", "name": "Mean BMI, male (age 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BMIN.MA.Q3", "name": "Mean BMI, male (age 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BMIN.MA.Q4", "name": "Mean BMI, male (age 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BMIN.MA.Q5", "name": "Mean BMI, male (age 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BP18.ZS", "name": "Blood pressure measured in last 12 months (% of population age 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population over 18 having their blood pressure measured by health professional in the last year", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BP18.ZS.Q1", "name": "Blood pressure measured in last 12 months (% of population age 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population over 18 having their blood pressure measured by health professional in the last year", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BP18.ZS.Q2", "name": "Blood pressure measured in last 12 months (% of population age 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population over 18 having their blood pressure measured by health professional in the last year", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BP18.ZS.Q3", "name": "Blood pressure measured in last 12 months (% of population age 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population over 18 having their blood pressure measured by health professional in the last year", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BP18.ZS.Q4", "name": "Blood pressure measured in last 12 months (% of population age 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population over 18 having their blood pressure measured by health professional in the last year", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BP18.ZS.Q5", "name": "Blood pressure measured in last 12 months (% of population age 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population over 18 having their blood pressure measured by health professional in the last year", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPDI", "name": "Mean diastolic blood pressure, adult population (mmHg)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPDI.Q1", "name": "Mean diastolic blood pressure, adult population (mmHg): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPDI.Q2", "name": "Mean diastolic blood pressure, adult population (mmHg): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPDI.Q3", "name": "Mean diastolic blood pressure, adult population (mmHg): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPDI.Q4", "name": "Mean diastolic blood pressure, adult population (mmHg): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPDI.Q5", "name": "Mean diastolic blood pressure, adult population (mmHg): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPHT.ZS", "name": "High blood pressure or being treated for high blood pressure (% of adult population)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPHT.ZS.Q1", "name": "High blood pressure or being treated for high blood pressure (% of adult population): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPHT.ZS.Q2", "name": "High blood pressure or being treated for high blood pressure (% of adult population): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPHT.ZS.Q3", "name": "High blood pressure or being treated for high blood pressure (% of adult population): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPHT.ZS.Q4", "name": "High blood pressure or being treated for high blood pressure (% of adult population): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPHT.ZS.Q5", "name": "High blood pressure or being treated for high blood pressure (% of adult population): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPSY", "name": "Mean systolic blood pressure, adult population (mmHg)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPSY.Q1", "name": "Mean systolic blood pressure, adult population (mmHg): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPSY.Q2", "name": "Mean systolic blood pressure, adult population (mmHg): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPSY.Q3", "name": "Mean systolic blood pressure, adult population (mmHg): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPSY.Q4", "name": "Mean systolic blood pressure, adult population (mmHg): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPSY.Q5", "name": "Mean systolic blood pressure, adult population (mmHg): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.BPTR.ZS", "name": "Treated for high blood pressure (% of adult population)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPTR.ZS.Q1", "name": "Treated for high blood pressure (% of adult population): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPTR.ZS.Q2", "name": "Treated for high blood pressure (% of adult population): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPTR.ZS.Q3", "name": "Treated for high blood pressure (% of adult population): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPTR.ZS.Q4", "name": "Treated for high blood pressure (% of adult population): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BPTR.ZS.Q5", "name": "Treated for high blood pressure (% of adult population): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for high blood pressure (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BRTC.ZS", "name": "Births attended by skilled health staff (% of total)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BRTC.ZS.Q1", "name": "Births attended by skilled health staff (% of total): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BRTC.ZS.Q2", "name": "Births attended by skilled health staff (% of total): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BRTC.ZS.Q3", "name": "Births attended by skilled health staff (% of total): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BRTC.ZS.Q4", "name": "Births attended by skilled health staff (% of total): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.BRTC.ZS.Q5", "name": "Births attended by skilled health staff (% of total): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.CHOL", "name": "Mean cholesterol, adult population (mmol/L)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.CHOL.ZS", "name": "High cholesterol or on treatment for high cholesterol (% of adult population)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population with high cholesterol or on treatment for high cholesterol (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.CHOM.ZS", "name": "Cholesterol measured in last five years (% of population at risk of high cholesterol)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.CHOM.ZS.Q1", "name": "Cholesterol measured in last five years (% of population at risk of high cholesterol): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.CHOM.ZS.Q2", "name": "Cholesterol measured in last five years (% of population at risk of high cholesterol): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.CHOM.ZS.Q3", "name": "Cholesterol measured in last five years (% of population at risk of high cholesterol): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.CHOM.ZS.Q4", "name": "Cholesterol measured in last five years (% of population at risk of high cholesterol): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.CHOM.ZS.Q5", "name": "Cholesterol measured in last five years (% of population at risk of high cholesterol): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.DIAB.ZS", "name": "Treated for raised blood glucose or diabetes (% of adult population)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.DIAB.ZS.Q1", "name": "Treated for raised blood glucose or diabetes (% of adult population): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.DIAB.ZS.Q2", "name": "Treated for raised blood glucose or diabetes (% of adult population): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.DIAB.ZS.Q3", "name": "Treated for raised blood glucose or diabetes (% of adult population): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.DIAB.ZS.Q4", "name": "Treated for raised blood glucose or diabetes (% of adult population): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.DIAB.ZS.Q5", "name": "Treated for raised blood glucose or diabetes (% of adult population): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.GLUC", "name": "Mean fasting blood glucose, adult population (mmol/L)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.GLYC.ZS", "name": "Impaired fasting glycaemia (% of adult population)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of adult population with impaired fasting glycaemia (age-range may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": [{}]}
{"id": "HF.STA.HE15.FE", "name": "Mean height in meters, female, (age 15-49)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE15.FE.Q1", "name": "Mean height in meters, female, (age 15-49): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE15.FE.Q2", "name": "Mean height in meters, female, (age 15-49): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE15.FE.Q3", "name": "Mean height in meters, female, (age 15-49): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE15.FE.Q4", "name": "Mean height in meters, female, (age 15-49): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE15.FE.Q5", "name": "Mean height in meters, female, (age 15-49): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18", "name": "Mean height in meters, adults (age 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.FE", "name": "Mean height in meters, female (age 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.FE.Q1", "name": "Mean height in meters, female (age 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.FE.Q2", "name": "Mean height in meters, female (age 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.FE.Q3", "name": "Mean height in meters, female (age 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.FE.Q4", "name": "Mean height in meters, female (age 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.FE.Q5", "name": "Mean height in meters, female (age 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.MA", "name": "Mean height in meters, male (age 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.MA.Q1", "name": "Mean height in meters, male (age 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.MA.Q2", "name": "Mean height in meters, male (age 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.MA.Q3", "name": "Mean height in meters, male (age 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.MA.Q4", "name": "Mean height in meters, male (age 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.MA.Q5", "name": "Mean height in meters, male (age 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.Q1", "name": "Mean height in meters, adults (age 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.Q2", "name": "Mean height in meters, adults (age 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.Q3", "name": "Mean height in meters, adults (age 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.Q4", "name": "Mean height in meters, adults (age 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.HE18.Q5", "name": "Mean height in meters, adults (age 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.STA.INPT.ZS", "name": "Inpatient care use in last 12 months (% of population 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 18 and older using inpatient care in the last 12 months", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.INPT.ZS.Q1", "name": "Inpatient care use in last 12 months (% of population 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 18 and older using inpatient care in the last 12 months", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.INPT.ZS.Q2", "name": "Inpatient care use in last 12 months (% of population 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 18 and older using inpatient care in the last 12 months", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.INPT.ZS.Q3", "name": "Inpatient care use in last 12 months (% of population 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 18 and older using inpatient care in the last 12 months", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.INPT.ZS.Q4", "name": "Inpatient care use in last 12 months (% of population 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 18 and older using inpatient care in the last 12 months", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.INPT.ZS.Q5", "name": "Inpatient care use in last 12 months (% of population 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population age 18 and older using inpatient care in the last 12 months", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MALN.ZS", "name": "Prevalence of underweight, weight for age (% of children under 5)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MALN.ZS.Q1", "name": "Prevalence of underweight, weight for age (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MALN.ZS.Q2", "name": "Prevalence of underweight, weight for age (% of children under 5): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MALN.ZS.Q3", "name": "Prevalence of underweight, weight for age (% of children under 5): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MALN.ZS.Q4", "name": "Prevalence of underweight, weight for age (% of children under 5): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MALN.ZS.Q5", "name": "Prevalence of underweight, weight for age (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MAMO.ZS", "name": "Mammography in last 2 years, (% of females 50-69)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MAMO.ZS.Q1", "name": "Mammography in last 2 years, (% of females 50-69): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MAMO.ZS.Q2", "name": "Mammography in last 2 years, (% of females 50-69): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MAMO.ZS.Q3", "name": "Mammography in last 2 years, (% of females 50-69): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MAMO.ZS.Q4", "name": "Mammography in last 2 years, (% of females 50-69): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.MAMO.ZS.Q5", "name": "Mammography in last 2 years, (% of females 50-69): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB15.FE.ZS", "name": "Prevalence of obesity, female, BMI > 30 (% of population 15-49)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB15.FE.ZS.Q1", "name": "Prevalence of obesity, female, BMI > 30 (% of population 15-49): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB15.FE.ZS.Q2", "name": "Prevalence of obesity, female, BMI > 30 (% of population 15-49): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB15.FE.ZS.Q3", "name": "Prevalence of obesity, female, BMI > 30 (% of population 15-49): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB15.FE.ZS.Q4", "name": "Prevalence of obesity, female, BMI > 30 (% of population 15-49): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB15.FE.ZS.Q5", "name": "Prevalence of obesity, female, BMI > 30 (% of population 15-49): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.FE.ZS", "name": "Prevalence of obesity, female, BMI > 30 (% of population 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.FE.ZS.Q1", "name": "Prevalence of obesity, female, BMI > 30 (% of population 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.FE.ZS.Q2", "name": "Prevalence of obesity, female, BMI > 30 (% of population 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.FE.ZS.Q3", "name": "Prevalence of obesity, female, BMI > 30 (% of population 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.FE.ZS.Q4", "name": "Prevalence of obesity, female, BMI > 30 (% of population 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.FE.ZS.Q5", "name": "Prevalence of obesity, female, BMI > 30 (% of population 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of females aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.MA.ZS", "name": "Prevalence of obesity, male, BMI > 30 (% of population 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of males aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.MA.ZS.Q1", "name": "Prevalence of obesity, male, BMI > 30 (% of population 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of males aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.MA.ZS.Q2", "name": "Prevalence of obesity, male, BMI > 30 (% of population 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of males aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.MA.ZS.Q3", "name": "Prevalence of obesity, male, BMI > 30 (% of population 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of males aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.MA.ZS.Q4", "name": "Prevalence of obesity, male, BMI > 30 (% of population 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of males aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.MA.ZS.Q5", "name": "Prevalence of obesity, male, BMI > 30 (% of population 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of males aged 18 and older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.ZS", "name": "Prevalence of obesity, BMI > 30 (% of population 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.ZS.Q1", "name": "Prevalence of obesity, BMI > 30 (% of population 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.ZS.Q2", "name": "Prevalence of obesity, BMI > 30 (% of population 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.ZS.Q3", "name": "Prevalence of obesity, BMI > 30 (% of population 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.ZS.Q4", "name": "Prevalence of obesity, BMI > 30 (% of population 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OB18.ZS.Q5", "name": "Prevalence of obesity, BMI > 30 (% of population 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 30", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ORTH.ZS", "name": "Diarrhea treatment (% of children under 5 who received ORS)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ORTH.ZS.Q1", "name": "Diarrhea treatment (% of children under 5 who received ORS): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ORTH.ZS.Q2", "name": "Diarrhea treatment (% of children under 5 who received ORS): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ORTH.ZS.Q3", "name": "Diarrhea treatment (% of children under 5 who received ORS): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ORTH.ZS.Q4", "name": "Diarrhea treatment (% of children under 5 who received ORS): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.ORTH.ZS.Q5", "name": "Diarrhea treatment (% of children under 5 who received ORS): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW15.FE.ZS", "name": "Prevalence of overweight, female, BMI > 25 (% of population ages 15-49)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW15.FE.ZS.Q1", "name": "Prevalence of overweight, female, BMI > 25 (% of population ages 15-49): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW15.FE.ZS.Q2", "name": "Prevalence of overweight, female, BMI > 25 (% of population ages 15-49): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW15.FE.ZS.Q3", "name": "Prevalence of overweight, female, BMI > 25 (% of population ages 15-49): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW15.FE.ZS.Q4", "name": "Prevalence of overweight, female, BMI > 25 (% of population ages 15-49): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW15.FE.ZS.Q5", "name": "Prevalence of overweight, female, BMI > 25 (% of population ages 15-49): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.FE.ZS", "name": "Prevalence of overweight, female, BMI > 25 (% of population 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.FE.ZS.Q1", "name": "Prevalence of overweight, female, BMI > 25 (% of population 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.FE.ZS.Q2", "name": "Prevalence of overweight, female, BMI > 25 (% of population 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.FE.ZS.Q3", "name": "Prevalence of overweight, female, BMI > 25 (% of population 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.FE.ZS.Q4", "name": "Prevalence of overweight, female, BMI > 25 (% of population 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.FE.ZS.Q5", "name": "Prevalence of overweight, female, BMI > 25 (% of population 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of female population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.MA.ZS", "name": "Prevalence of overweight, male, BMI > 25 (% of population 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of male population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.MA.ZS.Q1", "name": "Prevalence of overweight, male, BMI > 25 (% of population 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of male population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.MA.ZS.Q2", "name": "Prevalence of overweight, male, BMI > 25 (% of population 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of male population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.MA.ZS.Q3", "name": "Prevalence of overweight, male, BMI > 25 (% of population 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of male population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.MA.ZS.Q4", "name": "Prevalence of overweight, male, BMI > 25 (% of population 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of male population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.MA.ZS.Q5", "name": "Prevalence of overweight, male, BMI > 25 (% of population 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of male population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.ZS", "name": "Prevalence of overweight, BMI > 25 (% of population 18+)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.ZS.Q1", "name": "Prevalence of overweight, BMI > 25 (% of population 18+): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.ZS.Q2", "name": "Prevalence of overweight, BMI > 25 (% of population 18+): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.ZS.Q3", "name": "Prevalence of overweight, BMI > 25 (% of population 18+): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.ZS.Q4", "name": "Prevalence of overweight, BMI > 25 (% of population 18+): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.OW18.ZS.Q5", "name": "Prevalence of overweight, BMI > 25 (% of population 18+): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population aged 18 or older with BMI above 25", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.STNT.ZS", "name": "Prevalence of stunting, height for age (% of children under 5)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.STNT.ZS.Q1", "name": "Prevalence of stunting, height for age (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.STNT.ZS.Q2", "name": "Prevalence of stunting, height for age (% of children under 5): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.STNT.ZS.Q3", "name": "Prevalence of stunting, height for age (% of children under 5): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": [{}]}
{"id": "HF.STA.STNT.ZS.Q4", "name": "Prevalence of stunting, height for age (% of children under 5): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.STA.STNT.ZS.Q5", "name": "Prevalence of stunting, height for age (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.CONS.ZS", "name": "Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 60% of median consumption by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.CONS.ZS.Q1", "name": "Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 60% of median consumption by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.CONS.ZS.Q2", "name": "Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 60% of median consumption by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.CONS.ZS.Q3", "name": "Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 60% of median consumption by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.CONS.ZS.Q4", "name": "Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 60% of median consumption by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.CONS.ZS.Q5", "name": "Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure (%): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 60% of median consumption by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP1.CG", "name": "Change in poverty gap due to out-of-pocket health spending ($ 2011 PPP), $1.90 poverty line", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP1.ZS", "name": "Proportion of population pushed below the $1.90 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP1.ZS.Q1", "name": "Proportion of population pushed below the $1.90 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP1.ZS.Q2", "name": "Proportion of population pushed below the $1.90 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP1.ZS.Q3", "name": "Proportion of population pushed below the $1.90 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP1.ZS.Q4", "name": "Proportion of population pushed below the $1.90 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP1.ZS.Q5", "name": "Proportion of population pushed below the $1.90 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP2.CG", "name": "Change in poverty gap due to out-of-pocket health spending ($ 2011 PPP), $3.20 poverty line", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP2.ZS", "name": "Proportion of population pushed below the $3.20 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP2.ZS.Q1", "name": "Proportion of population pushed below the $3.20 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP2.ZS.Q2", "name": "Proportion of population pushed below the $3.20 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP2.ZS.Q3", "name": "Proportion of population pushed below the $3.20 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP2.ZS.Q4", "name": "Proportion of population pushed below the $3.20 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP2.ZS.Q5", "name": "Proportion of population pushed below the $3.20 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.NOP3.CG", "name": "Change in poverty gap due to out-of-pocket health spending ($ 2011 PPP), $5.50 poverty line", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP3.ZS", "name": "Proportion of population pushed below the $5.50 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP3.ZS.Q1", "name": "Proportion of population pushed below the $5.50 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP3.ZS.Q2", "name": "Proportion of population pushed below the $5.50 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP3.ZS.Q3", "name": "Proportion of population pushed below the $5.50 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP3.ZS.Q4", "name": "Proportion of population pushed below the $5.50 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP3.ZS.Q5", "name": "Proportion of population pushed below the $5.50 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP4.CG", "name": "Change in poverty gap due to out-of-pocket health spending ($ 2011 PPP), $21.70 poverty line", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP4.ZS", "name": "Proportion of population pushed below the $21.70 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP4.ZS.Q1", "name": "Proportion of population pushed below the $21.70 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP4.ZS.Q2", "name": "Proportion of population pushed below the $21.70 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP4.ZS.Q3", "name": "Proportion of population pushed below the $21.70 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP4.ZS.Q4", "name": "Proportion of population pushed below the $21.70 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOP4.ZS.Q5", "name": "Proportion of population pushed below the $21.70 ($ 2011 PPP) poverty line by out-of-pocket health care expenditure (%): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOPX.ZS", "name": "Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOPX.ZS.Q1", "name": "Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0: Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOPX.ZS.Q2", "name": "Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0: Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOPX.ZS.Q3", "name": "Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0: Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOPX.ZS.Q4", "name": "Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0: Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.NOPX.ZS.Q5", "name": "Proportion of population pushed by out-of-pocket health care expenditure below the societal poverty line, defined as the higher of the $1.90 ($ 2011 PPP) poverty line and a 50% of median consumption poverty line (%)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0: Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.OOP.CG", "name": "Mean household per capita out-of-pocket health spending ($ 2011 PPP)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.OOP.ZS", "name": "Mean share of household consumption or income used on out-of-pocket health spending (%)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.OOP.ZS.Q1", "name": "Mean share of household consumption or income used on out-of-pocket health spending (%): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.OOP.ZS.Q2", "name": "Mean share of household consumption or income used on out-of-pocket health spending (%): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.OOP.ZS.Q3", "name": "Mean share of household consumption or income used on out-of-pocket health spending (%): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.OOP.ZS.Q4", "name": "Mean share of household consumption or income used on out-of-pocket health spending (%): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.OOP.ZS.Q5", "name": "Mean share of household consumption or income used on out-of-pocket health spending (%): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HF.UHC.OOPC.10.ZS", "name": "Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.10.ZS.Q1", "name": "Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.10.ZS.Q2", "name": "Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.10.ZS.Q3", "name": "Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.10.ZS.Q4", "name": "Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.10.ZS.Q5", "name": "Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.25.ZS", "name": "Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.25.ZS.Q1", "name": "Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.25.ZS.Q2", "name": "Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.25.ZS.Q3", "name": "Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.25.ZS.Q4", "name": "Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UHC.OOPC.25.ZS.Q5", "name": "Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UWT.TFRT", "name": "Unmet need for contraception (% of females ages 15-49)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UWT.TFRT.Q1", "name": "Unmet need for contraception (% of females ages 15-49): Q1 (lowest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UWT.TFRT.Q2", "name": "Unmet need for contraception (% of females ages 15-49): Q2", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UWT.TFRT.Q3", "name": "Unmet need for contraception (% of females ages 15-49): Q3", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UWT.TFRT.Q4", "name": "Unmet need for contraception (% of females ages 15-49): Q4", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HF.UWT.TFRT.Q5", "name": "Unmet need for contraception (% of females ages 15-49): Q5 (highest)", "unit": "", "source": {"id": "65", "value": "Health Equity and Financial Protection Indicators"}, "sourceNote": "Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)", "sourceOrganization": "Health Equity and Financial Protection Indicators (HEFPI) database, World Bank", "topics": []}
{"id": "HH.DHS.GAR.456", "name": "DHS: Gross attendance rate. Post Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary is the number of post-secondary school pupils of any age, expressed as a percentage of youth of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.GAR.456.F", "name": "DHS: Gross attendance rate. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Female is the number of female post-secondary school pupils of any age, expressed as a percentage of the population of females of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.GAR.456.M", "name": "DHS: Gross attendance rate. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Male is the number of male post-secondary school pupils of any age, expressed as a percentage of the population of males of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.GAR.456.Q1", "name": "DHS: Gross attendance rate. Post Secondary. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Quintile 1 is the number of quintile 1 post-secondary school pupils of any age, expressed as a percentage of the quintile 1 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.GAR.456.Q2", "name": "DHS: Gross attendance rate. Post Secondary. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Quintile 2 is the number of quintile 2 post-secondary school pupils of any age, expressed as a percentage of the quintile 2 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.GAR.456.Q3", "name": "DHS: Gross attendance rate. Post Secondary. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Quintile 3 is the number of quintile 3 post-secondary school pupils of any age, expressed as a percentage of the quintile 3 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.GAR.456.Q4", "name": "DHS: Gross attendance rate. Post Secondary. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Quintile 4 is the number of quintile 4 post-secondary school pupils of any age, expressed as a percentage of the quintile 4 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.GAR.456.Q5", "name": "DHS: Gross attendance rate. Post Secondary. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Quintile 5 is the number of quintile 5 post-secondary school pupils of any age, expressed as a percentage of the quintile 5 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.GAR.456.R", "name": "DHS: Gross attendance rate. Post Secondary. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Rural is the number of rural post-secondary school pupils of any age, expressed as a percentage of the rural population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.GAR.456.U", "name": "DHS: Gross attendance rate. Post Secondary. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Urban is the number of urban post-secondary school pupils of any age, expressed as a percentage of the urban population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.1", "name": "DHS: Net attendance rate. Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Total is the proportion of children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.1.F", "name": "DHS: Net attendance rate. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Female is the proportion of female children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.1.M", "name": "DHS: Net attendance rate. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Male is the proportion of male children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.1.Q1", "name": "DHS: Net attendance rate. Primary. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Quintile 1 is the proportion of quintile 1 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.1.Q2", "name": "DHS: Net attendance rate. Primary. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Quintile 2 is the proportion of quintile 2 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.1.Q3", "name": "DHS: Net attendance rate. Primary. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Quintile 3 is the proportion of quintile 3 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.1.Q4", "name": "DHS: Net attendance rate. Primary. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Quintile 4 is the proportion of quintile 4 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.1.Q5", "name": "DHS: Net attendance rate. Primary. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Quintile 5 is the proportion of quintile 5 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.1.R", "name": "DHS: Net attendance rate. Primary. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Rural is the proportion of rural children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.1.U", "name": "DHS: Net attendance rate. Primary. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Urban is the proportion of urban children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.23", "name": "DHS: Net attendance rate. Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary is the proportion of children of official secondary school age who are attending secondary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.23.F", "name": "DHS: Net attendance rate. Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Female is the proportion of female children of official secondary school age who are attending secondary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.23.M", "name": "DHS: Net attendance rate. Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Male is the proportion of male children of official secondary school age who are attending secondary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.23.Q1", "name": "DHS: Net attendance rate. Secondary. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Quintile 1 is the proportion of quintile 1 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.23.Q2", "name": "DHS: Net attendance rate. Secondary. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Quintile 2 is the proportion of quintile 2 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.23.Q3", "name": "DHS: Net attendance rate. Secondary. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Quintile 3 is the proportion of quintile 3 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.23.Q4", "name": "DHS: Net attendance rate. Secondary. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Quintile 4 is the proportion of quintile 4 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.23.Q5", "name": "DHS: Net attendance rate. Secondary. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Quintile 5 is the proportion of quintile 5 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.23.R", "name": "DHS: Net attendance rate. Secondary. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Rural is the proportion of rural children of official secondary school age who are attending secondary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NAR.23.U", "name": "DHS: Net attendance rate. Secondary. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Urban is the proportion of urban children of official secondary school age who are attending secondary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NIR.1", "name": "DHS: Net intake rate for the first grade of primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net intake rate for the first grade of primary education is the number of new pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the children of official entrance age to primary education.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NIR.1.F", "name": "DHS: Net intake rate for the first grade of primary education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net intake rate for the first grade of primary education. Female is the number of new female pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the females of official entrance age to primary education.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NIR.1.M", "name": "DHS: Net intake rate for the first grade of primary education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net intake rate for the first grade of primary education. Male is the number of new male pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the males of official entrance age to primary education.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{}]}
{"id": "HH.DHS.NIR.1.Q1", "name": "DHS: Net intake rate for the first grade of primary education. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net intake rate for the first grade of primary education. Quintile 1 is the number of new quintile 1 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 1 population of official entrance age to primary education. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NIR.1.Q2", "name": "DHS: Net intake rate for the first grade of primary education. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net intake rate for the first grade of primary education. Quintile 2 is the number of new quintile 2 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 2 population of official entrance age to primary education. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NIR.1.Q3", "name": "DHS: Net intake rate for the first grade of primary education. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net intake rate for the first grade of primary education. Quintile 3 is the number of new quintile 3 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 3 population of official entrance age to primary education. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NIR.1.Q4", "name": "DHS: Net intake rate for the first grade of primary education. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net intake rate for the first grade of primary education. Quintile 4 is the number of new quintile 4 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 4 population of official entrance age to primary education. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NIR.1.Q5", "name": "DHS: Net intake rate for the first grade of primary education. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net intake rate for the first grade of primary education. Quintile 5 is the number of new quintile 5 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 5 population of official entrance age to primary education. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NIR.1.R", "name": "DHS: Net intake rate for the first grade of primary education. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net intake rate for the first grade of primary education. Rural is the number of new rural pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the rural population of official entrance age to primary education.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.NIR.1.U", "name": "DHS: Net intake rate for the first grade of primary education. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net intake rate for the first grade of primary education. Urban is the number of new urban pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the urban population of official entrance age to primary education.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOS.1", "name": "DHS: Proportion of out-of-school. Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary is the number of children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOS.1.F", "name": "DHS: Proportion of out-of-school. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Female is the number of female children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of female children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOS.1.M", "name": "DHS: Proportion of out-of-school. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Male is the number of male children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of male children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOS.1.Q1", "name": "DHS: Proportion of out-of-school. Primary. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 1 is the number of quintile 1 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 1 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOS.1.Q2", "name": "DHS: Proportion of out-of-school. Primary. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 2 is the number of quintile 2 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 2 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOS.1.Q3", "name": "DHS: Proportion of out-of-school. Primary. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 3 is the number of quintile 3 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 3 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOS.1.Q4", "name": "DHS: Proportion of out-of-school. Primary. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 4 is the number of quintile 4 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 4 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOS.1.Q5", "name": "DHS: Proportion of out-of-school. Primary. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 5 is the number of quintile 5 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 5 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOS.1.R", "name": "DHS: Proportion of out-of-school. Primary. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Rural is the number of rural children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of rural children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOS.1.U", "name": "DHS: Proportion of out-of-school. Primary. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Urban is the number of urban children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of urban children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.DO", "name": "DHS: Typology of out-of-school children. Primary. Dropped out", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out is the proportion of out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.DO.F", "name": "DHS: Typology of out-of-school children. Primary. Dropped out. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Female is the proportion of female out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.DO.M", "name": "DHS: Typology of out-of-school children. Primary. Dropped out. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Male is the proportion of male out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.DO.Q1", "name": "DHS: Typology of out-of-school children. Primary. Dropped out. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Quintile 1 is the proportion of quintile 1 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.DO.Q2", "name": "DHS: Typology of out-of-school children. Primary. Dropped out. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Quintile 2 is the proportion of quintile 2 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.DO.Q3", "name": "DHS: Typology of out-of-school children. Primary. Dropped out. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Quintile 3 is the proportion of quintile 3 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.DO.Q4", "name": "DHS: Typology of out-of-school children. Primary. Dropped out. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Quintile 4 is the proportion of quintile 4 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.DO.Q5", "name": "DHS: Typology of out-of-school children. Primary. Dropped out. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Quintile 5 is the proportion of quintile 5 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.DO.R", "name": "DHS: Typology of out-of-school children. Primary. Dropped out. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Rural is the proportion of rural out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.DO.U", "name": "DHS: Typology of out-of-school children. Primary. Dropped out. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Urban is the proportion of urban out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.L", "name": "DHS: Typology of out-of-school children. Primary. Late entry", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry is defined as the proportion of out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.L.F", "name": "DHS: Typology of out-of-school children. Primary. Late entry. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Female is defined as the proportion of female out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.L.M", "name": "DHS: Typology of out-of-school children. Primary. Late entry. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Male is defined as the proportion of male out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.L.Q1", "name": "DHS: Typology of out-of-school children. Primary. Late entry. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Quintile 1 is defined as the proportion of quintile 1 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.L.Q2", "name": "DHS: Typology of out-of-school children. Primary. Late entry. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Quintile 2 is defined as the proportion of quintile 2 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.L.Q3", "name": "DHS: Typology of out-of-school children. Primary. Late entry. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Quintile 3 is defined as the proportion of quintile 3 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.L.Q4", "name": "DHS: Typology of out-of-school children. Primary. Late entry. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Quintile 4 is defined as the proportion of quintile 4 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.L.Q5", "name": "DHS: Typology of out-of-school children. Primary. Late entry. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Quintile 5 is defined as the proportion of quintile 5 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.L.R", "name": "DHS: Typology of out-of-school children. Primary. Late entry. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Rural is defined as the proportion of rural out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.L.U", "name": "DHS: Typology of out-of-school children. Primary. Late entry. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Urban is defined as the proportion of urban out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.X", "name": "DHS: Typology of out-of-school children. Primary. Never in school", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school is the percentage of out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.X.F", "name": "DHS: Typology of out-of-school children. Primary. Never in school. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Female is the percentage of female out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.X.M", "name": "DHS: Typology of out-of-school children. Primary. Never in school. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Male is the percentage of male out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.X.Q1", "name": "DHS: Typology of out-of-school children. Primary. Never in school. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Quintile 1 is the percentage of quintile 1 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.X.Q2", "name": "DHS: Typology of out-of-school children. Primary. Never in school. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Quintile 2 is the percentage of quintile 2 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.X.Q3", "name": "DHS: Typology of out-of-school children. Primary. Never in school. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Quintile 3 is the percentage of quintile 3 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.X.Q4", "name": "DHS: Typology of out-of-school children. Primary. Never in school. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Quintile 4 is the percentage of quintile 4 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.X.Q5", "name": "DHS: Typology of out-of-school children. Primary. Never in school. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Quintile 5 is the percentage of quintile 5 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.X.R", "name": "DHS: Typology of out-of-school children. Primary. Never in school. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Rural is the percentage of rural out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.OOST.X.U", "name": "DHS: Typology of out-of-school children. Primary. Never in school. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Urban is the percentage of urban out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.PCR", "name": "DHS: Primary completion rate", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate is the total number of students of any age in the last grade of primary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.PCR.F", "name": "DHS: Primary completion rate. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Female is the total number of female students of any age in the last grade of primary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.PCR.M", "name": "DHS: Primary completion rate. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Male is the total number of male students of any age in the last grade of primary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.PCR.Q1", "name": "DHS: Primary completion rate. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Quintile 1 is the total number of quintile 1 students of any age in the last grade of primary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.PCR.Q2", "name": "DHS: Primary completion rate. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Quintile 2 is the total number of quintile 2 students of any age in the last grade of primary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.PCR.Q3", "name": "DHS: Primary completion rate. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Quintile 3 is the total number of quintile 3 students of any age in the last grade of primary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.PCR.Q4", "name": "DHS: Primary completion rate. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Quintile 4 is the total number of quintile 4 students of any age in the last grade of primary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.PCR.Q5", "name": "DHS: Primary completion rate. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Quintile 5 is the total number of quintile 5 students of any age in the last grade of primary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.PCR.R", "name": "DHS: Primary completion rate. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Rural is the total number of rural students of any age in the last grade of primary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.PCR.U", "name": "DHS: Primary completion rate. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Urban is the total number of urban students of any age in the last grade of primary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.SCR", "name": "DHS: Secondary completion rate", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate is the total number of students of any age in last grade of secondary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.SCR.F", "name": "DHS: Secondary completion rate. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Female is the total number of female students of any age in last grade of secondary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.SCR.M", "name": "DHS: Secondary completion rate. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Male is the total number of male students of any age in last grade of secondary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.SCR.Q1", "name": "DHS: Secondary completion rate. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Quintile 1 is the total number of quintile 1 students of any age in last grade of secondary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.SCR.Q2", "name": "DHS: Secondary completion rate. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Quintile 2 is the total number of quintile 2 students of any age in last grade of secondary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.SCR.Q3", "name": "DHS: Secondary completion rate. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Quintile 3 is the total number of quintile 3 students of any age in last grade of secondary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.SCR.Q4", "name": "DHS: Secondary completion rate. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Quintile 4 is the total number of quintile 4 students of any age in last grade of secondary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.SCR.Q5", "name": "DHS: Secondary completion rate. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Quintile 5 is the total number of quintile 5 students of any age in last grade of secondary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.SCR.R", "name": "DHS: Secondary completion rate. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Rural is the total number of rural students of any age in last grade of secondary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.SCR.U", "name": "DHS: Secondary completion rate. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Urban is the total number of urban students of any age in last grade of secondary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.TR.12", "name": "DHS: Transition rate. Primary to Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary is the proportion of pupils in the last grade of primary who transition to the first grade of secondary the following school year.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.TR.12.F", "name": "DHS: Transition rate. Primary to Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Female is the proportion of female pupils in the last grade of primary who transition to the first grade of secondary the following school year.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.TR.12.M", "name": "DHS: Transition rate. Primary to Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Male is the proportion of male pupils in the last grade of primary who transition to the first grade of secondary the following school year.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.TR.12.Q1", "name": "DHS: Transition rate. Primary to Secondary. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Quintile 1 is the proportion of quintile 1 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.TR.12.Q2", "name": "DHS: Transition rate. Primary to Secondary. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Quintile 2 is the proportion of quintile 2 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.TR.12.Q3", "name": "DHS: Transition rate. Primary to Secondary. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Quintile 3 is the proportion of quintile 3 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.TR.12.Q4", "name": "DHS: Transition rate. Primary to Secondary. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Quintile 4 is the proportion of quintile 4 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.TR.12.Q5", "name": "DHS: Transition rate. Primary to Secondary. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Quintile 5 is the proportion of quintile 5 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.TR.12.R", "name": "DHS: Transition rate. Primary to Secondary. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Rural is the proportion of rural pupils in the last grade of primary who transition to the first grade of secondary the following school year.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.TR.12.U", "name": "DHS: Transition rate. Primary to Secondary. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Urban is the proportion of urban pupils in the last grade of primary who transition to the first grade of secondary the following school year.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.1519", "name": "DHS: Average years of schooling by age group. Age 15-19", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19 is the number of years of formal schooling received, on average, by the population of the given age group.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.1519.F", "name": "DHS: Average years of schooling by age group. Age 15-19. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Female is the number of years of formal schooling received, on average, by the female population of the given age group.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.1519.M", "name": "DHS: Average years of schooling by age group. Age 15-19. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Male is the number of years of formal schooling received, on average, by the male population of the given age group.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.1519.Q1", "name": "DHS: Average years of schooling by age group. Age 15-19. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 1 is the number of years of formal schooling received, on average, by the quintile 1 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.1519.Q2", "name": "DHS: Average years of schooling by age group. Age 15-19. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 2 is the number of years of formal schooling received, on average, by the quintile 2 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.1519.Q3", "name": "DHS: Average years of schooling by age group. Age 15-19. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 3 is the number of years of formal schooling received, on average, by the quintile 3 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.1519.Q4", "name": "DHS: Average years of schooling by age group. Age 15-19. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 4 is the number of years of formal schooling received, on average, by the quintile 4 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.1519.Q5", "name": "DHS: Average years of schooling by age group. Age 15-19. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 5 is the number of years of formal schooling received, on average, by the quintile 5 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.1519.R", "name": "DHS: Average years of schooling by age group. Age 15-19. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Rural is the number of years of formal schooling received, on average, by the rural population of the given age group.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.1519.U", "name": "DHS: Average years of schooling by age group. Age 15-19. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Urban is the number of years of formal schooling received, on average, by the urban population of the given age group.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.15UP.GIN", "name": "DHS: Gini coefficient of average years of schooling. Age 15+", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+ measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.15UP.GIN.F", "name": "DHS: Gini coefficient of average years of schooling. Age 15+. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Female measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.15UP.GIN.M", "name": "DHS: Gini coefficient of average years of schooling. Age 15+. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Male measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.15UP.GIN.Q1", "name": "DHS: Gini coefficient of average years of schooling. Age 15+. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Quintile 1 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.15UP.GIN.Q2", "name": "DHS: Gini coefficient of average years of schooling. Age 15+. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Quintile 2 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.15UP.GIN.Q3", "name": "DHS: Gini coefficient of average years of schooling. Age 15+. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Quintile 3 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.15UP.GIN.Q4", "name": "DHS: Gini coefficient of average years of schooling. Age 15+. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Quintile 4 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.15UP.GIN.Q5", "name": "DHS: Gini coefficient of average years of schooling. Age 15+. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Quintile 5 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.15UP.GIN.R", "name": "DHS: Gini coefficient of average years of schooling. Age 15+. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Rural measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.DHS.YRS.15UP.GIN.U", "name": "DHS: Gini coefficient of average years of schooling. Age 15+. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Urban measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "HH.MICS.GAR.456", "name": "MICS: Gross attendance rate. Post Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary is the number of post-secondary school pupils of any age, expressed as a percentage of youth of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.GAR.456.F", "name": "MICS: Gross attendance rate. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Female is the number of female post-secondary school pupils of any age, expressed as a percentage of the population of females of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.GAR.456.M", "name": "MICS: Gross attendance rate. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Male is the number of male post-secondary school pupils of any age, expressed as a percentage of the population of males of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": [{}]}
{"id": "HH.MICS.GAR.456.Q1", "name": "MICS: Gross attendance rate. Post Secondary. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Quintile 1 is the number of quintile 1 post-secondary school pupils of any age, expressed as a percentage of the quintile 1 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.GAR.456.Q2", "name": "MICS: Gross attendance rate. Post Secondary. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Quintile 2 is the number of quintile 2 post-secondary school pupils of any age, expressed as a percentage of the quintile 2 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.GAR.456.Q3", "name": "MICS: Gross attendance rate. Post Secondary. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Quintile 3 is the number of quintile 3 post-secondary school pupils of any age, expressed as a percentage of the quintile 3 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.GAR.456.Q4", "name": "MICS: Gross attendance rate. Post Secondary. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Quintile 4 is the number of quintile 4 post-secondary school pupils of any age, expressed as a percentage of the quintile 4 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.GAR.456.Q5", "name": "MICS: Gross attendance rate. Post Secondary. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Quintile 5 is the number of quintile 5 post-secondary school pupils of any age, expressed as a percentage of the quintile 5 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.GAR.456.R", "name": "MICS: Gross attendance rate. Post Secondary. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Rural is the number of rural post-secondary school pupils of any age, expressed as a percentage of the rural population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.GAR.456.U", "name": "MICS: Gross attendance rate. Post Secondary. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross attendance rate. Post Secondary. Urban is the number of urban post-secondary school pupils of any age, expressed as a percentage of the urban population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.NAR.1", "name": "MICS: Net attendance rate. Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Total is the proportion of children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.NAR.1.F", "name": "MICS: Net attendance rate. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Female is the proportion of female children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.NAR.1.M", "name": "MICS: Net attendance rate. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Male is the proportion of male children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.NAR.1.Q1", "name": "MICS: Net attendance rate. Primary. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Quintile 1 is the proportion of quintile 1 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.NAR.1.Q2", "name": "MICS: Net attendance rate. Primary. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Quintile 2 is the proportion of quintile 2 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.NAR.1.Q3", "name": "MICS: Net attendance rate. Primary. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Quintile 3 is the proportion of quintile 3 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.NAR.1.Q4", "name": "MICS: Net attendance rate. Primary. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Quintile 4 is the proportion of quintile 4 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.NAR.1.Q5", "name": "MICS: Net attendance rate. Primary. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Quintile 5 is the proportion of quintile 5 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.NAR.1.R", "name": "MICS: Net attendance rate. Primary. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Rural is the proportion of rural children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.NAR.1.U", "name": "MICS: Net attendance rate. Primary. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Primary. Urban is the proportion of urban children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.NAR.23", "name": "MICS: Net attendance rate. Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary is the proportion of children of official secondary school age who are attending secondary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.NAR.23.F", "name": "MICS: Net attendance rate. Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Female is the proportion of female children of official secondary school age who are attending secondary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.NAR.23.M", "name": "MICS: Net attendance rate. Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Male is the proportion of male children of official secondary school age who are attending secondary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.NAR.23.Q1", "name": "MICS: Net attendance rate. Secondary. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Quintile 1 is the proportion of quintile 1 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.NAR.23.Q2", "name": "MICS: Net attendance rate. Secondary. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Quintile 2 is the proportion of quintile 2 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.NAR.23.Q3", "name": "MICS: Net attendance rate. Secondary. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Quintile 3 is the proportion of quintile 3 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.NAR.23.Q4", "name": "MICS: Net attendance rate. Secondary. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Quintile 4 is the proportion of quintile 4 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.NAR.23.Q5", "name": "MICS: Net attendance rate. Secondary. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Quintile 5 is the proportion of quintile 5 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.NAR.23.R", "name": "MICS: Net attendance rate. Secondary. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Rural is the proportion of rural children of official secondary school age who are attending secondary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.NAR.23.U", "name": "MICS: Net attendance rate. Secondary. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Net attendance rate. Secondary. Urban is the proportion of urban children of official secondary school age who are attending secondary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOS.1", "name": "MICS: Proportion of out-of-school. Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary is the number of children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOS.1.F", "name": "MICS: Proportion of out-of-school. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Female is the number of female children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of female children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOS.1.M", "name": "MICS: Proportion of out-of-school. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Male is the number of male children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of male children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOS.1.Q1", "name": "MICS: Proportion of out-of-school. Primary. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 1 is the number of quintile 1 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 1 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOS.1.Q2", "name": "MICS: Proportion of out-of-school. Primary. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 2 is the number of quintile 2 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 2 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOS.1.Q3", "name": "MICS: Proportion of out-of-school. Primary. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 3 is the number of quintile 3 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 3 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOS.1.Q4", "name": "MICS: Proportion of out-of-school. Primary. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 4 is the number of quintile 4 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 4 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOS.1.Q5", "name": "MICS: Proportion of out-of-school. Primary. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 5 is the number of quintile 5 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 5 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOS.1.R", "name": "MICS: Proportion of out-of-school. Primary. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Rural is the number of rural children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of rural children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOS.1.U", "name": "MICS: Proportion of out-of-school. Primary. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Proportion of out-of-school. Primary. Urban is the number of urban children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of urban children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.DO", "name": "MICS: Typology of out-of-school children. Primary. Dropped out", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out is the proportion of out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.DO.F", "name": "MICS: Typology of out-of-school children. Primary. Dropped out. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Female is the proportion of female out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.DO.M", "name": "MICS: Typology of out-of-school children. Primary. Dropped out. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Male is the proportion of male out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.DO.Q1", "name": "MICS: Typology of out-of-school children. Primary. Dropped out. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Quintile 1 is the proportion of quintile 1 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.DO.Q2", "name": "MICS: Typology of out-of-school children. Primary. Dropped out. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Quintile 2 is the proportion of quintile 2 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.DO.Q3", "name": "MICS: Typology of out-of-school children. Primary. Dropped out. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Quintile 3 is the proportion of quintile 3 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.DO.Q4", "name": "MICS: Typology of out-of-school children. Primary. Dropped out. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Quintile 4 is the proportion of quintile 4 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.DO.Q5", "name": "MICS: Typology of out-of-school children. Primary. Dropped out. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Quintile 5 is the proportion of quintile 5 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.DO.R", "name": "MICS: Typology of out-of-school children. Primary. Dropped out. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Rural is the proportion of rural out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.DO.U", "name": "MICS: Typology of out-of-school children. Primary. Dropped out. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Dropped out. Urban is the proportion of urban out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.L", "name": "MICS: Typology of out-of-school children. Primary. Late entry", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry is defined as the proportion of out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.L.F", "name": "MICS: Typology of out-of-school children. Primary. Late entry. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Female is defined as the proportion of female out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.L.M", "name": "MICS: Typology of out-of-school children. Primary. Late entry. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Male is defined as the proportion of male out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.L.Q1", "name": "MICS: Typology of out-of-school children. Primary. Late entry. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Quintile 1 is defined as the proportion of quintile 1 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.L.Q2", "name": "MICS: Typology of out-of-school children. Primary. Late entry. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Quintile 2 is defined as the proportion of quintile 2 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.L.Q3", "name": "MICS: Typology of out-of-school children. Primary. Late entry. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Quintile 3 is defined as the proportion of quintile 3 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.L.Q4", "name": "MICS: Typology of out-of-school children. Primary. Late entry. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Quintile 4 is defined as the proportion of quintile 4 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.L.Q5", "name": "MICS: Typology of out-of-school children. Primary. Late entry. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Quintile 5 is defined as the proportion of quintile 5 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.L.R", "name": "MICS: Typology of out-of-school children. Primary. Late entry. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Rural is defined as the proportion of rural out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.L.U", "name": "MICS: Typology of out-of-school children. Primary. Late entry. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Late entry. Urban is defined as the proportion of urban out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.X", "name": "MICS: Typology of out-of-school children. Primary. Never in school", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school is the percentage of out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.X.F", "name": "MICS: Typology of out-of-school children. Primary. Never in school. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Female is the percentage of female out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.X.M", "name": "MICS: Typology of out-of-school children. Primary. Never in school. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Male is the percentage of male out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.X.Q1", "name": "MICS: Typology of out-of-school children. Primary. Never in school. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Quintile 1 is the percentage of quintile 1 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.X.Q2", "name": "MICS: Typology of out-of-school children. Primary. Never in school. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Quintile 2 is the percentage of quintile 2 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.X.Q3", "name": "MICS: Typology of out-of-school children. Primary. Never in school. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Quintile 3 is the percentage of quintile 3 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.X.Q4", "name": "MICS: Typology of out-of-school children. Primary. Never in school. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Quintile 4 is the percentage of quintile 4 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.X.Q5", "name": "MICS: Typology of out-of-school children. Primary. Never in school. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Quintile 5 is the percentage of quintile 5 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.OOST.X.R", "name": "MICS: Typology of out-of-school children. Primary. Never in school. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Rural is the percentage of rural out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.OOST.X.U", "name": "MICS: Typology of out-of-school children. Primary. Never in school. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Typology of out-of-school children. Primary. Never in school. Urban is the percentage of urban out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO\u2019s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.PCR", "name": "MICS: Primary completion rate", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate is the total number of students of any age in the last grade of primary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.PCR.F", "name": "MICS: Primary completion rate. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Female is the total number of female students of any age in the last grade of primary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.PCR.M", "name": "MICS: Primary completion rate. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Male is the total number of male students of any age in the last grade of primary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.PCR.Q1", "name": "MICS: Primary completion rate. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Quintile 1 is the total number of quintile 1 students of any age in the last grade of primary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.PCR.Q2", "name": "MICS: Primary completion rate. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Quintile 2 is the total number of quintile 2 students of any age in the last grade of primary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.PCR.Q3", "name": "MICS: Primary completion rate. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Quintile 3 is the total number of quintile 3 students of any age in the last grade of primary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.PCR.Q4", "name": "MICS: Primary completion rate. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Quintile 4 is the total number of quintile 4 students of any age in the last grade of primary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.PCR.Q5", "name": "MICS: Primary completion rate. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Quintile 5 is the total number of quintile 5 students of any age in the last grade of primary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.PCR.R", "name": "MICS: Primary completion rate. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Rural is the total number of rural students of any age in the last grade of primary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.PCR.U", "name": "MICS: Primary completion rate. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Primary completion rate. Urban is the total number of urban students of any age in the last grade of primary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.SCR", "name": "MICS: Secondary completion rate", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate is the total number of students of any age in last grade of secondary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.SCR.F", "name": "MICS: Secondary completion rate. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Female is the total number of female students of any age in last grade of secondary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.SCR.M", "name": "MICS: Secondary completion rate. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Male is the total number of male students of any age in last grade of secondary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.SCR.Q1", "name": "MICS: Secondary completion rate. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Quintile 1 is the total number of quintile 1 students of any age in last grade of secondary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.SCR.Q2", "name": "MICS: Secondary completion rate. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Quintile 2 is the total number of quintile 2 students of any age in last grade of secondary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.SCR.Q3", "name": "MICS: Secondary completion rate. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Quintile 3 is the total number of quintile 3 students of any age in last grade of secondary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.SCR.Q4", "name": "MICS: Secondary completion rate. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Quintile 4 is the total number of quintile 4 students of any age in last grade of secondary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.SCR.Q5", "name": "MICS: Secondary completion rate. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Quintile 5 is the total number of quintile 5 students of any age in last grade of secondary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.SCR.R", "name": "MICS: Secondary completion rate. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Rural is the total number of rural students of any age in last grade of secondary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.SCR.U", "name": "MICS: Secondary completion rate. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Secondary completion rate. Urban is the total number of urban students of any age in last grade of secondary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.TR.12", "name": "MICS: Transition rate. Primary to Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary is the proportion of pupils in the last grade of primary who transition to the first grade of secondary the following school year.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.TR.12.F", "name": "MICS: Transition rate. Primary to Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Female is the proportion of female pupils in the last grade of primary who transition to the first grade of secondary the following school year.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.TR.12.M", "name": "MICS: Transition rate. Primary to Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Male is the proportion of male pupils in the last grade of primary who transition to the first grade of secondary the following school year.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.TR.12.Q1", "name": "MICS: Transition rate. Primary to Secondary. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Quintile 1 is the proportion of quintile 1 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.TR.12.Q2", "name": "MICS: Transition rate. Primary to Secondary. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Quintile 2 is the proportion of quintile 2 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.TR.12.Q3", "name": "MICS: Transition rate. Primary to Secondary. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Quintile 3 is the proportion of quintile 3 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.TR.12.Q4", "name": "MICS: Transition rate. Primary to Secondary. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Quintile 4 is the proportion of quintile 4 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.TR.12.Q5", "name": "MICS: Transition rate. Primary to Secondary. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Quintile 5 is the proportion of quintile 5 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.TR.12.R", "name": "MICS: Transition rate. Primary to Secondary. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Rural is the proportion of rural pupils in the last grade of primary who transition to the first grade of secondary the following school year.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.TR.12.U", "name": "MICS: Transition rate. Primary to Secondary. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Transition rate. Primary to Secondary. Urban is the proportion of urban pupils in the last grade of primary who transition to the first grade of secondary the following school year.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.YRS.1519", "name": "MICS: Average years of schooling by age group. Age 15-19", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19 is the number of years of formal schooling received, on average, by the population of the given age group.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.YRS.1519.F", "name": "MICS: Average years of schooling by age group. Age 15-19. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Female is the number of years of formal schooling received, on average, by the female population of the given age group.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.YRS.1519.M", "name": "MICS: Average years of schooling by age group. Age 15-19. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Male is the number of years of formal schooling received, on average, by the male population of the given age group.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": [{}]}
{"id": "HH.MICS.YRS.1519.Q1", "name": "MICS: Average years of schooling by age group. Age 15-19. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 1 is the number of years of formal schooling received, on average, by the quintile 1 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.YRS.1519.Q2", "name": "MICS: Average years of schooling by age group. Age 15-19. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 2 is the number of years of formal schooling received, on average, by the quintile 2 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.YRS.1519.Q3", "name": "MICS: Average years of schooling by age group. Age 15-19. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 3 is the number of years of formal schooling received, on average, by the quintile 3 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.YRS.1519.Q4", "name": "MICS: Average years of schooling by age group. Age 15-19. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 4 is the number of years of formal schooling received, on average, by the quintile 4 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.YRS.1519.Q5", "name": "MICS: Average years of schooling by age group. Age 15-19. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 5 is the number of years of formal schooling received, on average, by the quintile 5 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.YRS.1519.R", "name": "MICS: Average years of schooling by age group. Age 15-19. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Rural is the number of years of formal schooling received, on average, by the rural population of the given age group.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.YRS.1519.U", "name": "MICS: Average years of schooling by age group. Age 15-19. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Urban is the number of years of formal schooling received, on average, by the urban population of the given age group.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.YRS.15UP.GIN", "name": "MICS: Gini coefficient of average years of schooling. Age 15+", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+ measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.YRS.15UP.GIN.F", "name": "MICS: Gini coefficient of average years of schooling. Age 15+. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Female measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.YRS.15UP.GIN.M", "name": "MICS: Gini coefficient of average years of schooling. Age 15+. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Male measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.YRS.15UP.GIN.Q1", "name": "MICS: Gini coefficient of average years of schooling. Age 15+. Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Quintile 1 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.YRS.15UP.GIN.Q2", "name": "MICS: Gini coefficient of average years of schooling. Age 15+. Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Quintile 2 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.YRS.15UP.GIN.Q3", "name": "MICS: Gini coefficient of average years of schooling. Age 15+. Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Quintile 3 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.YRS.15UP.GIN.Q4", "name": "MICS: Gini coefficient of average years of schooling. Age 15+. Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Quintile 4 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.YRS.15UP.GIN.Q5", "name": "MICS: Gini coefficient of average years of schooling. Age 15+. Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Quintile 5 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.", "sourceOrganization": "Multiple Indicator Cluster Surveys (MICS)", "topics": []}
{"id": "HH.MICS.YRS.15UP.GIN.R", "name": "MICS: Gini coefficient of average years of schooling. Age 15+. Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Rural measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HH.MICS.YRS.15UP.GIN.U", "name": "MICS: Gini coefficient of average years of schooling. Age 15+. Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gini coefficient of average years of schooling. Age 15+. Urban measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.", "sourceOrganization": "World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data", "topics": []}
{"id": "HLG-1", "name": "Predictability of Transfers from Higher Level of Government", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HLG-1.1", "name": "(i) Annual deviation of actual total HLG transfers from the original total estimated amount provided by HLG to the SN entity for inclusion in the latter\u2019s budget", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HLG-1.2", "name": "(ii) Annual variance between actual and estimated transfers of earmarked grants", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HLG-1.3", "name": "(iii) In-year timeliness of transfers from HLG (compliance with timetables for in-year distribution of disbursements agreed within one month of the start of the SN fiscal year)", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "HOU.ELC.ACSN.ZS", "name": "Household Access to Electricity: Total (in % of total household)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "HOU.H2O.ACSN.ZS", "name": "Household Access to Safe Water (in % of total household)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Safe water consists bottled water, refill water, tap water, protected well with distance >=10m from septic tank, protected spring with distance >=10m from septic tank.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "HOU.MLT.MAIN.ZS", "name": "Household Access to Fixed Line Phone Connection (in % of total Household)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "HOU.STA.ACSN.ZS", "name": "Household Access to safe Sanitation (in % of total Household)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Safe Sanitation means each households has private toilet and not using shared/public toilet.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "HOU.XPD.EDU.PC.CR", "name": "Monthly Per Capita Household Education Expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "HOU.XPD.HE.PC.CR", "name": "Monthly Per Capita Household Health Expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "HOU.XPD.PC.CR", "name": "Household per capita expenditure (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "HOU.XPD.TOTL.20POOR.CR", "name": "Monthly Per Capita TOTAL Household Expenditure for The Poorest 20 percent (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "i_ATMs_pop", "name": "ATMs per 100,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "Denotes the total number of ATMs for every 100,000 adults in the reporting country. Calculated as (number of ATMs)*100,000/adult population in the reporting country. Automated teller machines are computerized telecommunications devices that provide client", "sourceOrganization": "International Monetary Fund, Financial Access Survey.", "topics": []}
{"id": "i_branches_A1_pop", "name": "Branches per 100,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "i_deposit_acc_A1_pop", "name": "Deposit accounts per 1,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "i_deposit_acc_A1_sme_perNFC", "name": "SME deposit accounts (as a % of non-financial corporation borrowers)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "i_loan_acc_A1_sme_perNFC", "name": "SME loan accounts (as a % of non-financial corporation borrowers)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "i_mob_agent_pop_registered", "name": "Mobile agent outlets per 100,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "Denotes the number of registered mobile agent outlets per 100,000 adults", "sourceOrganization": "International Monetary Fund, Financial Access Survey.", "topics": []}
{"id": "i_mob_transactions_number_pop", "name": "Mobile money transactions per 100,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IBP.OBI.XQ", "name": "Open Budget Index Overall Country Score", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Open Budget Index scores countries from zero to 100, based on a subset of 91 questions from the questionnaire. These questions focus on the public availability of eight key budget documents (with a particular emphasis on the Executive\u2019s Budget Proposal), and on the information they contain. A score of 81-100 indicates that a given country provides extensive information in its budget documents, a score of 61-80 indicates significant information, 41-60 indicates some  information, 21-40 indicates minimal information, and zero-20 indicates scant or no information.", "sourceOrganization": "http://www.openbudgetindex.org", "topics": []}
{"id": "IC.BUS.DFRN.XQ", "name": "Ease of doing business score (0 = lowest performance to 100 = best performance)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The ease of doing business scores benchmark economies with respect to regulatory best practice, showing the proximity to the best regulatory performance on each Doing Business indicator. An economy\u2019s score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.BUS.DIR.XQ", "name": "Protecting investors, director liability index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Director liability index measures a plaintiff\u2019s ability to hold directors of firms liable for damages to the company, that is, measures the strength of minority shareholder protections against directors\u2019 misuse of corporate assets for personal gain.  The indicators distinguish 3 dimensions of investor protection: transparency of transactions (extent of disclosure index), liability for self-dealing (extent of director liability index) and shareholders\u2019 ability to sue officers and directors for misconduct (ease of shareholder suits index). The data come from a survey of corporate lawyers and are based on company laws, court rules of evidence and securities regulations.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.BUS.DISC.XQ", "name": "Business extent of disclosure index (0=less disclosure to 10=more disclosure)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Disclosure index measures the extent to which investors are protected through disclosure of ownership and financial information. The index ranges from 0 to 10, with higher values indicating more disclosure.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.BUS.EASE.DFRN.DB1014", "name": "Global: Ease of doing business score (DB10-14 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ease of doing business score is the simple average of the scores for each of the Doing Business topics: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting minority investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. The score is computed based on the methodology in the DB10-14 studies for topics that underwent methodology updates.", "sourceOrganization": "", "topics": []}
{"id": "IC.BUS.EASE.DFRN.DB16", "name": "Global: Ease of doing business score (DB15 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ease of doing business score is the simple average of the scores for each of the Doing Business topics: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting minority investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. The score is computed based on the methodology in the DB15 studies for topics that underwent methodology updates.", "sourceOrganization": "", "topics": []}
{"id": "IC.BUS.EASE.DFRN.XQ.DB1719", "name": "Global: Ease of doing business score (DB17-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ease of doing business score is the simple average of the scores for each of the Doing Business topics: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting minority investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. The score is computed based on the methodology in the DB17-20 studies for topics that underwent methodology updates.", "sourceOrganization": "", "topics": []}
{"id": "IC.BUS.EASE.XQ", "name": "Ease of doing business rank (1=most business-friendly regulations)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Ease of doing business ranks economies from 1 to 190, with first place being the best. The ranking of economies is determined by sorting the aggregate ease of doing business scores. A high ranking (a low numerical rank) means that the regulatory environment is conducive to business operation.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "12", "value": "Private Sector"}]}
{"id": "IC.BUS.INVS.XQ", "name": "Protecting investors, investor protection index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Protecting investors disclosure index measures the degree to which investors are protected through disclosure of ownership and financial information. For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.BUS.NDNS.ZS", "name": "New business density (new registrations per 1,000 people ages 15-64)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "New business density is defined as the number of newly registered companies with limited liability\nper 1,000 working-age adults (ages 15\u201364) per calendar year.", "sourceOrganization": "World Bank's Entrepreneurship Database (https://www.worldbank.org/en/programs/entrepreneurship).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.BUS.NREG", "name": "New businesses registered (number)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "New businesses registered are the number of new limited liability corporations (or its equivalent) registered in the calendar year.", "sourceOrganization": "World Bank's Entrepreneurship Database (https://www.worldbank.org/en/programs/entrepreneurship).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.BUS.NREG.ZS", "name": "Business entry rate (new registrations as % of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IC.BUS.SHR.XQ", "name": "Protecting investors, shareholder suits index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Doing Business measures the strength of minority shareholder protections against directors\u2019 misuse of corporate assets for personal gain. The indicators distinguish 3 dimensions of investor protection: transparency of transactions (extent of disclosure index), liability for self-dealing (extent of director liability index) and shareholders\u2019 ability to sue officers and directors for misconduct (ease of shareholder suits index). The data come from a survey of corporate lawyers and are based on company laws, court rules of evidence and securities regulations.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.BUS.TOTL", "name": "Total businesses registered (number)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IC.BUS.XQ", "name": "Protecting investors (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This index averages the country's percentile rankings on: disclosure Index", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.CLS.COST.EST.ZS", "name": "Closing a business, cost (% of estate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The cost of the proceedings is recorded as a percentage of the estate\u2019s value. The cost is calculated on the basis of survey responses by insolvency practitioners and includes court fees as well as fees of insolvency practitioners, independent assessors, lawyers and accountants. Respondents provide cost estimates from among the following options: less than 2%, 2\u20135%, 5\u20138%, 8\u201311%, 11\u201318%, 18\u201325%, 25\u201333%, 33\u201350%, 50\u201375% and more than 75% of the value of the business estate.  This is the cost of the bankruptcy proceedings.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.CLS.DURS", "name": "Closing a business, time (years)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Time is recorded in calendar years. Information is collected on the sequence of procedures and on whether any procedures can be carried out simultaneously. Potential delay tactics by the parties, such as the filing of dilatory appeals or requests for extension, are taken into consideration.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.CLS.REC.CD", "name": "Closing a business, recovery rate (cents on the dollar)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The recovery rate is recorded as cents on the dollar recouped by creditors through the bankruptcy or insolvency proceedings. The calculation takes into account whether the business emerges from the proceedings as a going concern as well as costs and the loss in value due to the time spent closing down. If the business keeps operating, no value is lost on the initial claim, set at 100 cents on the dollar. If it does not, the initial 100 cents on the dollar are reduced to 70 cents on the dollar. Then the official costs of the insolvency procedure are deducted (1 cent for each percentage of the initial value). Finally, the value lost as a result of the time the money remains tied up in insolvency proceedings is taken into account, including the loss of value due to depreciation of the hotel furniture. Consistent with international accounting practice, the depreciation rate for furniture is taken to be 20%. The furniture is assumed to account for a quarter of the total value of assets. The recovery rate is the present value of the remaining proceeds, based on end-2006 lending rates from the International Monetary Fund\u2019s International Financial Statistics, supplemented with data from central banks.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.CLS.XQ", "name": "Closing a business (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This index averages the country's percentile rankings on: time, cost (% of estate) and recovery rate (cents on the dollar), giving equal weight to each topic.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.CNS.CORR.ZS", "name": "Corruption (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked corruption as a major or very severe constraint.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.CRIM.ZS", "name": "Crime (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked crime, theft, and disorder as a major or very severe constraint. ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.ELEC.ZS", "name": "Electricity (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked electricity as a major or severe constraint.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.FINA.ZS", "name": "Finance (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked access to finance or cost of finance as a major or very severe constraint.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.GEN.ZS", "name": "Firms that share or own their own generator (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Firms that share or own their own generator is the percentage of firms that responded \u201cYes\u201d to the following question: \u201cDoes your establishment own or share a generator?\u201d .  For survey data collected in 2006 and 2007, this indicator is computed for the ma", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.IMP.DURS", "name": "Days to Obtain Import License", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The average wait, in days, experienced to obtain operating license from the day the establishment applied for it to the day it was granted.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.INFM.ZS", "name": "Practices Informal Sector (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked chose practices informal sector  as a major or very severe constraint.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.LAND.ZS", "name": "Access to Land (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked access to land as a major or very severe constraint.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.LBRG.ZS", "name": "Labor regulations (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked labor regulations as a major or severe constraint. ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.LBSK.ZS", "name": "Labor skills (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked skills of available workers as a major or severe constraint.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.LEGL.ZS", "name": "Courts (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked courts and dispute resolution systems as a major or very severe constraint.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.LIC.ZS", "name": "Licenses & Permits (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked licenses and permits as a major or severe constraint.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.LOSS.ZS", "name": "Losses Due to Theft, Robbery, Vandalism, and Arson Against the Firm (% of Sales)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Estimated losses as a result of theft, robbery, vandalism or arson that occurred on establishment\u2019s premises calculated as a percentage of annual sales.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.PER.DURS", "name": "Days to Obtain Construction-related Permit", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Average wait, in days, experienced to obtain construction-related permit from the day the establishment applied for it to the day it was granted.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.POLC.ZS", "name": "Policy uncertainty (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked economic and regulatory policy uncertainty as a major or very severe constraint. ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.TAXAD.ZS", "name": "Tax administration (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked tax administration as a major or very severe constraint.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.TAXR.ZS", "name": "Tax rates (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked tax rates as a major or very severe constraint.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.TRAD.ZS", "name": "Customs & trade regulations (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked customs and trade regulations as a major or very severe constraint.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CNS.TRSP.ZS", "name": "Transportation (% of managers surveyed ranking this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Is the share of senior managers who ranked transport as a major or very severe constraint.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/). ", "topics": []}
{"id": "IC.CNST.LIR.XD.02.DB1619", "name": "Dealing with construction permits: Liability and insurance regimes index (0-2) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The liability and insurance regimes index evaluates the stringency of latent defect liability and insurance regimes. It has two components: (i) whether any parties involved in the construction process are held legally liable for latent defects such as structural flaws or problems in the building once it is in use; (ii) whether any party involved in the construction process is legally required to obtain a latent defect liability or decennial (10 years) liability insurance policy to cover possible structural flaws or problems in the building once it is in use. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PC.XD.04.DB1619", "name": "Dealing with construction permits: Professional certifications index (0-4) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The professional certifications index evaluates professional certi?cation requirements. It has two components: (i) the qualification requirements of the professional responsible for verifying that the architectural plans or drawings are in compliance with the building regulations; and (ii) the qualification requirements of the professional who conducts the technical inspections during construction. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.BQCI.015.DB1619.DFRN", "name": "Dealing with construction permits: Building quality control index (0-15) (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the building quality control index benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.COST.WRH.VAL", "name": "Dealing with construction permits: Cost (% of Warehouse value)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost records all official costs associated with completing the procedures to legally build a warehouse, including the costs associated with obtaining land use approvals and preconstruction design clearances; receiving inspections before, during and after construction; obtaining utility connections; and registering the warehouse at the property registry. It is calculated as a percentage of the warehouse value. Nonrecurring taxes required for the completion of the warehouse project are also recorded. Sales taxes (such as value added tax) or capital gains taxes are not recorded. Nor are deposits that must be paid up front and are later refunded.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.COST.WRH.VAL.DFRN", "name": "Dealing with construction permits: Cost (% of Warehouse value) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for cost benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.DFRN.DB0615", "name": "Dealing with construction permits (DB06-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for dealing with construction permits is the simple average of the scores for each of the component indicators: the procedures, time, cost to deal with construction permits, as well as the building quality control index that evaluate the quality of building regulations, the strength of quality control and safety mechanisms, liability and insurance regimes and professional certification requirements. The score is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.DFRN.DB1619", "name": "Dealing with construction permits (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for dealing with construction permits is the simple average of the scores for each of the component indicators: the procedures, time, cost to deal with construction permits, as well as the building quality control index that evaluate the quality of building regulations, the strength of quality control and safety mechanisms, liability and insurance regimes and professional certification requirements. The score is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.PROC.NO", "name": "Dealing with construction permits: Procedures (number)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The number of procedures records all interactions of the building company\u2019s employees or any party acting on its behalf with external parties, including government agencies, notaries, the land registry, the cadastre, utility companies and public inspectors. Procedures that the company undergoes to connect the warehouse to water and sewerage are included. All procedures that are legally required and that are done in practice by a majority of companies  are counted, even if they may be avoided in exceptional cases.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.PROC.NO.DFRN", "name": "Dealing with construction permits: Procedures (number) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the number procedures benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.QBR.XD.02.DB1619", "name": "Dealing with construction permits: Quality of building regulations index (0-2) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The quality of building regulations index evaluates the accessibility and transparency of building regulations. It has two components: (i) whether building regulations are easily accessible; and (ii) whether the requirements for obtaining a building permit are clearly specified. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.QCAC.XD.DB1619", "name": "Dealing with construction permits: Quality control after construction index (0-3) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The quality control after construction index evaluates quality control after the construction process. It has two components: (i) whether a final inspection is mandated by law to verify that the building was built in accordance with the approved plans and existing building regulations; and (ii) whether the final inspection is implemented in practice. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.QCBC.XD.01.DB1619", "name": "Dealing with construction permits: Quality control before construction index (0-1) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The quality control before construction index evaluates quality control in the review of the building plans. The index measures whether by law, a licensed architect or engineer is part of the committee or team that reviews and approves building permit applications and whether that person has the authority to refuse an application if the plans are not in conformity with regulations. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.QCDC.XD.03.DB1619", "name": "Dealing with construction permits: Quality control during construction index (0-3) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The quality control during construction index evaluates quality control during the construction process. It has two components: (i) whether inspections are mandated by law during the construction process; (ii) whether inspections during construction are implemented in practice. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.RK", "name": "Rank: Dealing with construction permits (1=most business-friendly regulations)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ranking of economies on the ease of dealing with construction permits is determined by sorting their scores for dealing with construction permits.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.TM.DY", "name": "Dealing with construction permits: Time (days)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time captures the median duration that local experts indicate is necessary to complete a procedure in practice. It is calculated in calendar days. The time estimates of all procedures are added to calculate the total time required to complete each procedure, taking into account simultaneity of processes. It is assumed that the minimum time required for each procedure is one day, except for procedures that can be fully completed online, for which the time required is recorded as half a day.", "sourceOrganization": "", "topics": []}
{"id": "IC.CNST.PRMT.TM.DY.DFRN", "name": "Dealing with construction permits: Time (days)  - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for time benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.CON.GIFT.ZS", "name": "Expected to give gifts to get a Construction Permit (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": " Percentage of firms expected to give gifts or an informal payment to get a construction permit.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.CRD.INFO.XQ", "name": "Depth of credit information index (0=low to 8=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Depth of credit information index measures rules affecting the scope, accessibility, and quality of credit information available through public or private credit registries. The index ranges from 0 to 8, with higher values indicating the availability of more credit information, from either a public registry or a private bureau, to facilitate lending decisions.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "12", "value": "Private Sector"}]}
{"id": "IC.CRD.LGL.XQ", "name": "Getting credit, legal rights index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The strength of legal rights index measures the degree to which collateral and bankruptcy laws protect the rights of borrowers and lenders and thus facilitate lending.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.CRD.PRVT.P3", "name": "Private credit bureau coverage (borrowers per 1,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IC.CRD.PRVT.ZS", "name": "Private credit bureau coverage (% of adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Private credit bureau coverage reports the number of individuals or firms listed by a private credit bureau with current information on repayment history, unpaid debts, or credit outstanding. The number is expressed as a percentage of the adult population.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "12", "value": "Private Sector"}]}
{"id": "IC.CRD.PUBL.P3", "name": "Public credit registry coverage (borrowers per 1,000 adults)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IC.CRD.PUBL.ZS", "name": "Public credit registry coverage (% of adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public credit registry coverage reports the number of individuals and firms listed in a public credit registry with current information on repayment history, unpaid debts, or credit outstanding. The number is expressed as a percentage of the adult population.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "12", "value": "Private Sector"}, {"id": "13", "value": "Public Sector "}]}
{"id": "IC.CRD.XQ", "name": "Getting credit (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This index ranks economies from 1 to N (number of economies varies by year), with first place being the best.  This index averages (a) Legal Rights Index, which measures the degree to which collateral and bankruptcy laws facilitate lending, (b) a Credit Information Index, which measures rules affecting the scope, access, and quality of credit information, (c) public credit registry coverage, and  (d) private credit bureau coverage, giving equal weight to each topic.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.CRED.ACC.ACES.DB0514", "name": "Getting Credit total score (DB05-14 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The total score for getting credit is the sum of the strength of legal rights index and the depth of credit information index, based on the methodology in the DB05-14 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.ACES.DB1519", "name": "Getting Credit total score (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The total score for getting credit is the sum of the strength of legal rights index and the depth of credit information index, based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": [{}]}
{"id": "IC.CRED.ACC.CRD.DB0514.DFRN", "name": "Getting credit (DB05-14 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for getting credit benchmarks economies with respect to the regulatory best practice on the indicator set. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB05-14 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.CRD.DB1519.DFRN", "name": "Getting credit (DB15-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for getting credit benchmarks economies with respect to the regulatory best practice on the indicator set. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.CRD.RK", "name": "Rank: Getting credit (1=most business-friendly regulations)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ranking of economies on the ease of getting credit is determined by sorting their scores for getting credit.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.DPTH.CISI.XD.06.DB0514", "name": "Getting credit: Depth of credit information index (0-6) (DB05-14 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The depth of credit information index measures the coverage, scope and accessibility of credit information available through credit reporting service providers such as credit bureaus or credit registries. The index ranges from 0 to 8 based on the methodology in the DB05-14 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.DPTH.CISI.XD.06.DB0514.DFRN", "name": "Getting credit: Depth of credit information index (0-6) (DB05-14 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the depth of credit information benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB05-14 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.DPTH.CISI.XD.08.DB1519", "name": "Getting credit: Depth of credit information index (0-8) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The depth of credit information index measures the coverage, scope and accessibility of credit information available through credit reporting service providers such as credit bureaus or credit registries. The index ranges from 0 to 8 based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.DPTH.CISI.XD.08.DB1519.DFRN", "name": "Getting credit: Depth of credit information index (0-8) (DB15-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the depth of credit information benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.LGL.RGHT.010.XD.DB0514.DFRN", "name": "Getting credit: Strength of legal rights index (0-10) (DB05-14 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the strength of legal rights benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB05-14 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.LGL.RGHT.012.XD.DB1519.DFRN", "name": "Getting credit: Strength of legal rights index (0-12) (DB15-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the strength of legal rights benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.LGL.RGHT.XD.010.DB0514", "name": "Getting credit: Strength of legal rights index (0-10) (DB05-14 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The strength of legal rights index measures whether certain features that facilitate lending exist within the appli\u00adcable collateral and bankruptcy laws. The index ranges from 0 to 10 based on the methodology in the DB05-14 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.LGL.RGHT.XD.012.DB1519", "name": "Getting credit: Strength of legal rights index (0-12) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The strength of legal rights index measures whether certain features that facilitate lending exist within the appli\u00adcable collateral and bankruptcy laws. The index ranges from 0 to 12 based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.PRVT.CRD.ZS", "name": "Getting credit: Credit bureau coverage (% of adults)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The credit bureau coverage reports the number of individuals and firms listed in a credit bureau\u2019s database as of January 1 with information on their borrowing history from the past five years, and the number of individuals and firms that have had no borrowing history in the past five years but for which a lender requested a credit report from the bureau in the previous calendar year. The number is expressed as a percentage of the adult population.", "sourceOrganization": "", "topics": []}
{"id": "IC.CRED.ACC.PUBL.CRD.REG.COVR.ZS", "name": "Getting credit: Credit registry coverage (% of adults)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The credit registry coverage reports the number of individuals and firms listed in a credit registry\u2019s database as of January 1 with information on their borrowing history from the past five years, and the number of individuals and firms that have had no borrowing history in the past five years but for which a lender requested a credit report from the registry in the previous calendar year. The number is expressed as a percentage of the adult population.", "sourceOrganization": "", "topics": []}
{"id": "IC.CUS.DURS.EX", "name": "Average time to clear exports through customs (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average time to clear exports through customs is the average number of days to clear direct exports through customs.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.CUS.DURS.IM", "name": "Average time to clear imports from customs (days)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "\"Average time to clear imports through customs is the average number of days to clear imports through customs.\n  For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only. ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.DCP.BQC.XD.015.DB1619", "name": "Dealing with construction permits: Building quality control index (0-15) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The building quality control index is the sum of the following six indices: quality of building regulations, quality control before construction, quality control during construction, quality control after construction, liability and insurance regimes and professional certifications. The component indicator is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.DMKT.BRK.ZS", "name": "Products shipped to supply domestic markets lost due to breakage or spoilage (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of products shipped to supply domestic markets lost due to breakage or spoilage.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.DMKT.LOSS.ZS", "name": "Products shipped to supply domestic markets lost due to theft (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Losses of the products shipped to supply domestic markets while in transit because of theft (computed as percentage of the consignment values).  For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/). ", "topics": []}
{"id": "IC.ELC.ACES.DFRN.DB1015", "name": "Getting electricity (DB10-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for getting electricity is the simple average of the scores for each of the component indicators: the procedures, time, cost for a business to obtain a permanent electricity connection and supply for a standardized warehouse, as well as the reliability of supply and transparency of tariffs index. The score is computed based on the methodology in the DB10-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.ACES.DFRN.DB1619", "name": "Getting electricity (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for getting electricity is the simple average of the scores for each of the component indicators: the procedures, time, cost for a business to obtain a permanent electricity connection and supply for a standardized warehouse, as well as the reliability of supply and transparency of tariffs index. The score is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.ACES.RK.DB19", "name": "Rank: Getting electricity (1=most business-friendly regulations)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.ACS.COST", "name": "Getting electricity: Cost to get electricity (% of income per capita)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost is the total median cost associated with completing the procedures to connect a warehouse to electricity. It is calculated as a percentage of income per capita. All the fees and costs associated with completing the procedures to connect a warehouse to electricity are recorded, including those related to obtaining clearances from government agencies, applying for the connection, receiving inspections of both the site and the internal wiring, purchasing material, getting the actual connection works and paying a security deposit. Bribes are not included.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.ACS.COST.DFRN", "name": "Getting electricity: Cost to get electricity (% of income per capita) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for cost benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.COMM.TRFF.CG.01.DB1619", "name": "Getting electricity: Communication of tariffs and tariff changes (0-1) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The communication of tariffs and tariff changes index evaluates whether electricity tariffs are transparent. A score of 1 is assigned if effective tariffs are available online and customers are notified of a change in tariff a full billing cycle (that is, one month) ahead of time. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.DURS", "name": "Time to obtain an electrical connection (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The average wait, in days, experienced to obtain an electrical connection from the day an establishment applies for it to the day it receives the service.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "12", "value": "Private Sector"}]}
{"id": "IC.ELC.GEN.ZS", "name": "Electricity from Generator (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of electricity supplied from a generator or generators that the establishment owned or shared.   For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.ELC.GIFT.ZS", "name": "Expected to give gifts to get an electrical connection (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms expected to give gifts or an informal payment to get an electrical connection.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.ELC.LMTG.OUTG.01.DB1619", "name": "Getting electricity: Financial deterrents aimed at limiting outages (0-1) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "Th financial deterrents index evaluates whether financial deterrents exist to limit outages. A score of 1 is assigned if the utility compensates customers when outages exceed a certain cap, if the utility is fined by the regulator when outages exceed a certain cap or if both these conditions are met. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.MONT.OUTG.01.DB1619", "name": "Getting electricity: Mechanisms for monitoring outages (0-1) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The mechanisms for monitoring outages index evaluates what tools are used by the distribution utility to monitor power outages. A score of 1 is assigned if the utility uses automated tools, such as an Outage/Incident Management System (OMS/IMS) or Supervisory Control and Data Acquisition (SCADA) system. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.OUTG", "name": "Power outages in firms in a typical month (number)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Power outages are the average number of power outages that establishments experience in a typical month.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.ELC.OUTG.DY", "name": "Electrical outages (days)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.OUTG.FREQ.DURS.03.DB1619", "name": "Getting electricity: Total duration and frequency of outages per customer a year (0-3) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The total duration and frequency of outages per customer a year index evaluates the quality of the power supply. If SAIDI and SAIFI are 12 (equivalent to an outage of one hour each month) or below, a score of 1 is assigned. If SAIDI and SAIFI are 4 (equivalent to an outage of one hour each quarter) or below, 1 additional point is assigned. If SAIDI and SAIFI are 1 (equivalent to an outage of one hour per year) or below, 1 more point is assigned. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.OUTG.HR", "name": "Average duration of power outages (hours)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Average number of hours of power outages.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.ELC.OUTG.MN.DB1619", "name": "Getting electricity: Minimum outage time (in minutes)  (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The minimum outage time is the minimum time, in minutes, considered for the calculation of the SAIDI and SAIFI indices. If the minimum outage time exceeds 5 minutes, an economy is not eligible to obtain a score on the Reliability of supply and transparency of tariff index component. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.OUTG.ZS", "name": "Firms experiencing electrical outages (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percent of firms experiencing electrical outages during the previous fiscal year.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.ELC.PRI.KH.DB1619", "name": "Getting electricity: Price of electricity (US cents per kWh) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The price of electricity is measured in U.S. cents per kWh. A monthly electricity consumption is assumed, for which a bill is then computed for a warehouse based in the largest business city of the economy for the month of March. The bill is then expressed back as a unit of kWh. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.PROC.NO", "name": "Getting electricity: Procedures (number)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The number of procedures records all the procedures required in practice for businesses to obtain a new electrical connection. A procedure is defined as any interaction of the company\u2019s employees or its main electrician or electrical engineer with external parties, such as the electricity distribution utility, electricity supply utilities, government agencies, electrical contractors and firms. Interactions between company employees and steps related to the internal electrical wiring, such as the design and execution of the internal electrical installation plans, are not counted as procedures. However, internal wiring inspections and certifications that are prerequisites to obtain a new connection are counted as procedures.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.PROC.NO.DFRN", "name": "Getting electricity: Procedures (number) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the number of procedures benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.REGU.MONT.01.DB1619", "name": "Getting electricity: Regulatory monitoring (0-1) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The regulatory monitoring index evaluates whether a regulator\u2014that is, an entity separate from the utility\u2014monitors the utility\u2019s performance on reliability of supply. A score of 1 is assigned if the regulator performs periodic or real-time reviews. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.RSTOR.01.DB1619", "name": "Getting electricity: Mechanisms for restoring service (0-1) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The mechanisms for restoring service index evaluates what tools are used by the distribution utility to restore power supply. A score of 1 is assigned if the utility uses automated tools, such as an OMS/IMS or SCADA system. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.RSTT.XD.08.DB1619", "name": "Getting electricity: Reliability of supply and transparency of tariff index (0-8) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The reliability of supply and transparency of tariff index is calculated on the basis of the following six components: (i) duration and frequency of power outages, (ii) tools to monitor power outages, (iii) tools to restore power supply, (iv) regulatory monitoring of utilities\u2019 performance, (v) financial deterrents aimed at limiting outages, and (vi) transparency and accessibility of tariffs. An economy is eligible to obtain a score on the reliability of supply and transparency of tariffs index only if (i) the utility collects data on all types of outages (average total duration of outages per customer and the average number of outages per customer), including planned and unplanned outages, as well as load shedding, with the minimum outage time of not more than 5 minutes; and (ii) the SAIDI value is below a threshold of 100 hours and the SAIFI value is under 100 outages. The component indicator is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.RSTT.XD.08.DFRN.DB1619", "name": "Getting electricity: Reliability of supply and transparency of tariff index (0-8) (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the reliability of supply and transparency of tariff index benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.SAID.XD.DB1619", "name": "Getting electricity: System average interruption duration index (SAIDI) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The system average interruption duration index is the average total duration of outages (in hours) experienced by a customer in a year. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.SAIF.XD.DB1619", "name": "Getting electricity: System average interruption frequency index (SAIFI) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The system average interruption frequency index (SAIFI) is the average number of service interruptions experienced by a customer in a year. The index is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELC.TIME", "name": "Time required to get electricity (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time required to get electricity is the number of days to obtain a permanent electricity connection. The measure captures the median duration that the electricity utility and experts indicate is necessary in practice, rather than required by law, to complete a procedure.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "12", "value": "Private Sector"}]}
{"id": "IC.ELC.TIME.DFRN", "name": "Getting electricity: Time (days) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for time benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.ELEC.COST.PC.ZS", "name": "Cost to get electricity connection (% of income per capita)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The cost is recorded as a percentage of the economy\u2019s income per capita. Costs are recorded exclusive of value added tax.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.ELEC.PROC", "name": "Procedures required to get electricity (number)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The number of procedures to obtain a permanent electricity connection. A procedure is defined as any interaction of the company employees or the company\u2019s main electrician with external parties.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.ELEC.TIME", "name": "Time required to get electricity (days)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The number of days to obtain a permanent electricity connection. The measure captures the median duration that the electricity utility and experts indicate is necessary in practice, rather than required by law, to complete a procedure.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.ELEC.XQ", "name": "Getting electricity (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This index averages the country's percentile rankings on the challenges required for a business to obtain a permanent electricity connection for a newly constructed warehouse. Included are the number of steps, time, and cost.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.EMP.FIRE.WK", "name": "Firing cost (weeks of wages)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Firing cost is the cost of advanced notice requirements, severance payments, and penalties due when terminating a redundant worker, expressed in weekly wages. One month is recorded as 4 1/3 weeks.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.EMPL.FTRNG.ZS", "name": "Employees offered formal training (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of workers offered formal training. For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.EXP.COST.CD", "name": "Cost to export (US$ per container)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Cost measures the fees levied on a 20-foot container in U.S. dollars. All the fees associated with completing the procedures to export or import the goods are included. These include costs for documents, administrative fees for customs clearance and technical control, customs broker fees, terminal handling charges and inland transport. The cost measure does not include tariffs or trade taxes. Only official costs are recorded. Several assumptions are made for the business surveyed: Has 60 or more employees; Is located in the country's most populous city; Is a private, limited liability company. It does not operate within an export processing zone or an industrial estate with special export or import privileges; Is domestically owned with no foreign ownership; Exports more than 10% of its sales. Assumptions about the traded goods: The traded product travels in a dry-cargo, 20-foot, full container load. The product: Is not hazardous nor does it include military items; Does not require refrigeration or any other special environment; Does not require any special phytosanitary or environmental safety standards other than accepted international standards.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.EXP.CSBC.CD", "name": "Cost to export, border compliance (US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Border compliance captures the time and cost associated with compliance with the economy\u2019s customs regulations and with regulations relating to other inspections that are mandatory in order for the shipment to cross the economy\u2019s border, as well as the time and cost for handling that takes place at its port or border. The time and cost for this segment include time and cost for customs clearance and inspection procedures conducted by other government agencies.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.EXP.CSDC.CD", "name": "Cost to export, documentary compliance (US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Documentary compliance captures the time and cost associated with compliance with the documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. The aim is to measure the total burden of preparing the bundle of documents that will enable completion of the international trade for the product and partner pair assumed in the case study.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.EXP.DOCS", "name": "Documents to export (number)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "All documents required per shipment to export goods are recorded. It is assumed that the contract has already been agreed upon and signed by both parties. Documents required for clearance by government ministries, customs authorities, port and container terminal authorities, health and technical control agencies and banks are taken into account. Since payment is by letter of credit, all documents required by banks for the issuance or securing of a letter of credit are also taken into account. Documents that are renewed annually and that do not require renewal per shipment (for example, an annual tax clearance certificate) are not included.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.EXP.DURS", "name": "Time to export (days)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Time to export is the time necessary to comply with all procedures required to export goods. Time is recorded in calendar days. The time calculation for a procedure starts from the moment it is initiated and runs until it is completed. If a procedure can be accelerated for an additional cost, the fastest legal procedure is chosen. It is assumed that neither the exporter nor the importer wastes time and that each commits to completing each remaining procedure without delay. Procedures that can be completed in parallel are measured as simultaneous. The waiting time between procedures--for example, during unloading of the cargo--is included in the measure.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.EXP.TMBC", "name": "Time to export, border compliance (hours)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Border compliance captures the time and cost associated with compliance with the economy\u2019s customs regulations and with regulations relating to other inspections that are mandatory in order for the shipment to cross the economy\u2019s border, as well as the time and cost for handling that takes place at its port or border. The time and cost for this segment include time and cost for customs clearance and inspection procedures conducted by other government agencies.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.EXP.TMDC", "name": "Time to export, documentary compliance (hours)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Documentary compliance captures the time and cost associated with compliance with the documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. The aim is to measure the total burden of preparing the bundle of documents that will enable completion of the international trade for the product and partner pair assumed in the case study.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.FRM.ACC.ZS", "name": "Firms with a Checking or Savings Account (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms with a checking and/or savings account.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.AGE.YR", "name": "Age of firm (years)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Age of the firm based on the year in which the firm began operations.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.AUDIT.ZS", "name": "Firms with annual Financial Statement reviewed by External Auditor (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms with their annual financial statement reviewed by an external auditor.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.BKWC.ZS", "name": "Firms using banks to finance working capital (% of firms) ", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Firms using banks to finance working capital are the percentage of firms using bank loans to finance working capital.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.BNKS.ZS", "name": "Firms using banks to finance investment (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Firms using banks to finance investment are the percentage of firms using banks to finance investments.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.BRIB.GRAFT2", "name": "Bribery depth (% of public transactions where a gift or informal payment was requested)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "The depth of Bribery is the percentage of instances in which a firm was either expected or requested to provide a gift or informal payment during solicitations for public services, licenses or permits. This measure uses data from 6 survey questions for each firm. For purposes of computation, a refusal to answer a particular survey question is considered an affirmative answer.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.BRIB.GRAFT3", "name": "Bribery incidence (percent of firms experiencing at least one bribe payment request)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "The percent of firms experiencing at least one bribe payment request across 6 public transactions dealing with utilities access, permits, licenses, and taxes.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.BRIB.ZS", "name": "Bribery incidence (% of firms experiencing at least one bribe payment request)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Bribery incidence is the percentage of firms experiencing at least one bribe payment request across 6 public transactions dealing with utilities access, permits, licenses, and taxes.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.CMPU.ZS", "name": "Firms competing against unregistered firms (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Firms competing against unregistered firms are the percentage of firms competing against unregistered or informal firms.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.COMP.ZS", "name": "Firms identifying practices of competitors in the Informal Sector as a major constraint (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms identifying practices of competitors in the informal sector as a \"major\" or \"very severe\" obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.COR.ZS", "name": "Firms identifying corruption as a major constraint (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms identifying corruption as a \"major\" or \"very severe\" obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CORR1", "name": "Percent of firms expected to give gifts in meetings with tax officials", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms expected to give gifts or informal payments during meetings with tax officials.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CORR10", "name": "Percent of firms expected to give gifts to get an operating license", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms expected to give gifts or informal payments to get an operating license. Spontaneous refusals to the question are treated as a Yes.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CORR11", "name": "Percent of firms identifying corruption as a major constraint", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying corruption as a \"major\" or \"very severe\" obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CORR2", "name": "Percent of firms expected to give gifts to secure government contract", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider that firms with characteristics similar to theirs are making informal payments or giving gifts to public officials to secure government contract.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CORR3", "name": "Value of gift expected to secure a government contract (% of contract value)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of contract value expected as a gift to secure government contract. Only firms that have confirmed that they have secured or attempted to secure a government contract in the last 12 months were required to answer this question.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CORR4", "name": "Percent of firms expected to give gifts to public officials \"to get things done\" ", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider that firms with characteristics similar to theirs are making informal payments or giving gifts to public officials to \"get things\u00a0done\"\u00a0with regard to customs, taxes, licenses, regulations, services etc.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CORR6", "name": "Percent of firms expected to give gifts to get an electrical connection", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms expected to give gifts or informal payments to get an electrical connection.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CORR7", "name": "Percent of firms expected to give gifts to get a water connection", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms expected to give gifts or informal payments to get a water connection.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CORR8", "name": "Percent of firms expected to give gifts to get a construction permit", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms expected to give gifts or informal payments to get a construction permit.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CORR9", "name": "Percent of firms expected to give gifts to get an import license ", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms expected to give gifts or informal payments to get an import license.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.CRIME9", "name": "Percent of firms identifying the courts system as a major constraint                         ", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying functioning of the courts as major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CORR.ZS", "name": "Informal payments to public officials (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Informal payments to public officials are the percentage of firms expected to make informal payments to public officials to \"get things done\" with regard to customs, taxes, licenses, regulations, services, and the like.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.COST.PC.ZS", "name": "Dealing with construction permits, cost (% of income per capita)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cost is recorded as a percentage of the economy\u2019s income per capita. Only official costs are recorded. All the fees associated with completing the procedures to legally build a warehouse are recorded, including those associated with obtaining land use approvals and preconstruction design clearances; receiving inspections before, during and after construction; getting utility connections; and registering the warehouse property. Nonrecurring taxes required for the completion of the warehouse project also are recorded. The building code, information from local experts and specific regulations and fee schedules are used as sources for costs. If several local partners provide different estimates, the median reported value is used.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.FRM.CRD.ZS", "name": "Firms with Line of Credit or Loans from Financial Institutions (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms with bank loans or line of credit.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CRIM.ZS", "name": "Losses due to theft and vandalism (% of annual sales for affected firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average losses as a result of theft, robbery, vandalism or arson that occurred on the establishment\u2019s premises calculated as a percentage of annual sales. The value represents the average losses for all firms which reported losses (please see indicator IC.FRM.THEV.ZS).", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/)", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.CRM.CRIME1", "name": "Percent of firms paying for security", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms paying for security, for example equipment, personnel, or professional security services.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CRM.CRIME10", "name": "Percent of firms experiencing losses due to theft and vandalism", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percent of firms experiencing losses due to theft, robbery, vandalism or arson that occurred on the\u00a0establishment's\u00a0premises", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CRM.CRIME2_C", "name": "If the establishment pays for security, average security costs (% of annual sales)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average security costs as a percentage of total annual sales for firms that pay for security.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CRM.CRIME3_C", "name": "If there were losses, average losses due to theft and vandalism (% of annual sales)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "If there were losses, estimated losses as a result of theft, robbery, vandalism or arson that occurred on\u00a0establishment's\u00a0premises calculated as a percentage of annual sales.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CRM.CRIME5", "name": "Products shipped to supply domestic markets that were lost due to theft (% of product value)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Value of losses of products, due to theft, while in transit to domestic markets.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CRM.CRIME8", "name": "Percent of firms identifying crime, theft and disorder as a major constraint              ", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying crime, theft and disorder as a \"major\" or \"very severe\" obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CRT.ZS", "name": "Believing the court system is fair, impartial and uncorrupted (% of firms identifying this as a major contraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms believing the court system is fair, impartial and uncorrupted as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.CUS.ZS", "name": "Firms that trade identifying customs & trade regulations as a major constraint (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms that trade identifying customs & trade regulations as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.DURS", "name": "Time required to obtain an operating license (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time required to obtain operating license is the average wait to obtain an operating license from the day the establishment applied for it to the day it was granted.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.ELEC.ZS", "name": "Electricity (% of firms identifying this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms identifying corruption as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.EMAIL.ZS", "name": "Firms using email to communicate with clients/suppliers (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms using the email for communication with clients or suppliers.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.EMP.GROW.PEFT2", "name": "Annual employment growth (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Annualized growth of permanent full-time workers expressed as a percentage. Annual employment growth is the change in full-time employment reported in the current fiscal year from a previous period. For most countries the difference between the two fiscal year periods is two years. However, for some countries the interval is three years. Hence, an annualized measure is used.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.EMPL.PERM", "name": "Average number of permanent, full time employees", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Average number of permanent, full time workers.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.EMPL.SKILL", "name": "Average number of skilled production employees", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Average number of skilled production workers", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.EMPL.TEMP", "name": "Average number of seasonal/temporary, full-time employees", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Average number of temporary workers.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{}]}
{"id": "IC.FRM.EMPL.UNSKILL", "name": "Average number of unskilled production workers", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Average number of unskilled production workers.  For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.EXP.ZS", "name": "Exporter firms (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms that export directly or indirectly.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FCHAR.CAR1", "name": "Age of the establishment (years)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Age of the firm based on the year in which the firm began operations.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FCHAR.CAR2", "name": "Proportion of private domestic ownership in a firm (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of the firm owned by domestic individuals, companies or organizations.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FCHAR.CAR7", "name": "Percent of firms with at least 10% of foreign ownership", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that have at least 10% owned by private foreign individuals, companies or organizations.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FCHAR.CAR8", "name": "Percent of firms with at least 10% of government/state ownership", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms where the government or state has at least a 10% share in ownership of the firm.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FCHAR.LFORM3", "name": "Percent of firms with legal status of Sole Proprietorship", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percent of firms with legal status of Sole Proprietorship", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FEMM.ZS", "name": "Firms with female top manager (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Firms with female top manager refers to the percentage of firms in the private sector who have females as top managers. Top manager refers to the highest ranking manager or CEO of the establishment. This person may be the owner if he/she works as the manager of the firm. The results are based on surveys of more than 100,000 private firms.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "17", "value": "Gender"}]}
{"id": "IC.FRM.FEMO.ZS", "name": "Firms with female participation in ownership (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Firms with female participation in ownership are the percentage of firms with a woman among the principal owners.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "17", "value": "Gender"}]}
{"id": "IC.FRM.FEMW.ZS", "name": "Full time female workers (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of full-time workers that are female.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIAS.PEFT4", "name": "Percent of firms buying fixed assets", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percent of firms buying fixed assets such as machinery, equipment, land or buildings.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN1", "name": "Proportion of investment financed internally (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Estimated proportion of purchases of fixed assets that was financed from internal funds/retained earnings.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN10", "name": "Value of collateral needed for a loan (% of the loan amount)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Value of collateral needed for a loan or line of credit as a percentage of the loan value or the value of the line of credit.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN11", "name": "Proportion of loans requiring collateral (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Loans requiring collateral in order to get the financing.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN12", "name": "Percent of firms using banks to finance investments", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms using banks to finance purchases of fixed assets.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN13", "name": "Percent of firms using banks to finance working capital", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms using bank loans to finance working capital.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN14", "name": "Percent of firms with a bank loan/line of credit", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms with bank loans or line of credit.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN15", "name": "Percent of firms with a checking or savings account", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms with a checking or savings account.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN16", "name": "Percent of firms identifying access to finance as a major constraint", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying access/cost of finance as a \"major\" or \"very severe\" obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN2", "name": "Proportion of investment financed by banks (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Estimated proportion of purchases of fixed assets that was financed from bank loans.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN20", "name": "Percent of firms not needing a loan", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percent of firms that did not apply for a loan in the last fiscal year because they did not need a loan. The denominator is the number of firms who did and did not apply for a loan. The numerator is the number of firms who did not apply for a loan and also stated that they did not need a loan.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN21", "name": "Percent of firms whose recent loan application was rejected", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percent of firms whose recent loan application was rejected.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN22", "name": "Percent of firms using supplier/customer credit to finance working capital", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms using credit from suppliers and advances from customers to finance working capital.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FIN.FIN7", "name": "Proportion of working capital financed by banks (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Proportion of the working capital that was financed by bank loans.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FINA.ZS", "name": "Access to finance (% of firms identifying this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms identifying access/cost of finance as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FINPUT.ZS", "name": "Firms that use material inputs and/or supplies of foreign origin", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms that use material inputs and/or supplies of foreign origin.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.FREG.ZS", "name": "Firms formally registered when operations started (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Firms formally registered when operations started are the percentage of firms formally registered when they started operations in the country.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.GEN.GEND1", "name": "Percent of firms with female participation in ownership", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms with females among the owners.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.GEN.GEND2", "name": "Proportion of permanent full-time workers that are female (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of full-time workers that are female.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.GEN.GEND3", "name": "Proportion of permanent full-time non-production workers that are female (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of permanent full-time non-production workers that are female.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.GEN.GEND4", "name": "Percent of firms with a female top manager", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms with females as the top manager.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.GEN.GEND5", "name": "Proportion of permanent full-time production workers that are female (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of permanent full-time production workers that are female.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.GEN.GEND6", "name": "Percent of firms with majority female ownership", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms with majority female ownership", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFM.ZS", "name": "Firms that do not report all sales for tax purposes (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Firms that do not report all sales for tax purposes are the percentage of firms that expressed that a typical firm reports less than 100 percent of sales for tax purposes; such firms are termed \"informal firms.\"", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.INFOR.INFOR1", "name": "Percent of firms competing against unregistered or informal firms", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms competing against unregistered or informal firms.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFOR.INFOR2", "name": "Percent of firms identifying practices of competitors in the informal sector as a major constraint  ", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying practices of competitors in the informal sector as major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFOR.INFOR4", "name": "Percent of firms formally registered when they started operations in the country", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms formally registered when they started operations in the country.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFOR.INFOR5", "name": "Number of years firm operated without formal registration", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average number of years firms operated without formal registration. This indicator is computed only for the firms that did not have a formal registration when they started their operations in the country.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN1", "name": "Days to obtain an electrical connection (upon application)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average wait, in days, experienced to obtain electrical connection from the day this establishment applied for it to the day it received the service.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN10_C", "name": "If a generator is used, average proportion of electricity from a generator (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "If a generator is used, what percentage of electricity comes from a generator", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN11", "name": "Percent of firms identifying transportation as a major constraint", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying transportation as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN12", "name": "Percent of firms identifying electricity as a major constraint", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying electricity as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN14", "name": "Proportion of products lost to breakage or spoilage during shipping to domestic markets (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of products shipped to supply domestic markets lost due to breakage or spoilage.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN16", "name": "Percent of firms experiencing electrical outages", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that experienced power outages over the last complete fiscal year.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN17", "name": "Percent of firms experiencing water insufficiencies", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that experienced insufficient water supply for production over the last complete fiscal year.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN2", "name": "Number of electrical outages in a typical month", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average number of power outages in a typical month.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN3_C", "name": "If there were outages, average duration of a typical electrical outage (hours)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average duration of power outages (hours) conditional on having a power outage.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN4_C", "name": "If there were outages, average losses due to electrical outages (% of annual sales)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "If there were outages, average losses due to electrical outages, as percentage of total annual sales.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN6", "name": "Number of water insufficiencies in a typical month", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average number of water shortages in a typical month in the last fiscal year.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRA.IN9", "name": "Percent of firms owning or sharing a generator", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms owning or sharing a generator.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INFRM.ZS", "name": "Services firms competing against unregistered or informal firms (% of service firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of services firms competing against unregistered or informal firms.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/). ", "topics": []}
{"id": "IC.FRM.INNOV.T1", "name": "Percent of firms with an internationally-recognized quality certification", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that have an internationally-recognized quality certification, i.e. ISO 9000, 9002 or 14000.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INNOV.T10", "name": "Percent of firms that spend on R&D", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that spent on formal research and development activities during the last fiscal year.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INNOV.T2", "name": "Percent of firms with an annual financial statement reviewed by external auditors ", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms with their annual financial statement reviewed by an external auditor.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INNOV.T3", "name": "Capacity utilization (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Capacity utilization based on comparison of the current output with the maximum output possible using the current inputs.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INNOV.T4", "name": "Percent of firms using technology licensed from foreign companies", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms using technology licensed from foreign companies.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INNOV.T5", "name": "Percent of firms having their own Web site", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms using website for business related activities, i.e. sales, product promotion etc.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INNOV.T6", "name": "Percent of firms using e-mail to interact with clients/suppliers", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms using email to interact with clients or suppliers.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INNOV.T7", "name": "Percent of firms that introduced a new product/service", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that introduced new or significantly improved products or services over the last three years.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INNOV.T8", "name": "Percent of firms whose new product/service is also new to the main market", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that introduced new or significantly improved products or services over the last three years that were also new for the\u00a0firms'\u00a0main market.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.INNOV.T9", "name": "Percent of firms that introduced a process innovation", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that introduced any new or significantly improved process.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.ISOC.ZS", "name": "Internationally-recognized quality certification (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Internationally-recognized quality certification is the percentage of firms having an internationally-recognized quality certification, i.e., International Organization for Standardization (ISO) 9000, 9002 or 14000.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.LBRG.ZS", "name": "Labor regulations (% of firms identifying this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms identifying labor regulations as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.LBSK.ZS", "name": "Labor skill level (% of firms identifying this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms identifying labor skills as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.LIC.ZS", "name": "Business Licensing and Permits (% of firms Identifying this as major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms identifying business licensing and permits as major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.METG.ZS", "name": "Firms visited or required meetings with tax officials (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percent of firms that were visited or required to meet with tax officials.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.MGR.EXP", "name": "Years of experience of the Top Manager working in the firm's sector", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Years of experience of the top manager working in the firm's sector.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST1", "name": "Percent of firms choosing access to finance as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider access to finance to be the Biggest Obstacle", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST10", "name": "Percent of firms choosing labor regulations as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider labor regulations to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST11", "name": "Percent of firms choosing political instability as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider political instability to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST12", "name": "Percent of firms choosing practices of the informal sector as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider practices of competitors in the informal sector to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST13", "name": "Percent of firms choosing tax administration as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider the tax administration to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST14", "name": "Percent of firms choosing tax rates as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider tax rates to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST15", "name": "Percent of firms choosing transportation as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider transport to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST2", "name": "Percent of firms choosing access to land as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider access to land to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST3", "name": "Percent of firms choosing business licensing and permits as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider business licensing and permits to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST4", "name": "Percent of firms choosing corruption as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider corruption to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST5", "name": "Percent of firms choosing courts as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider courts to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST6", "name": "Percent of firms choosing crime, theft and disorder as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider crime, theft and disorder to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST7", "name": "Percent of firms choosing customs and trade regulations as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider customs and trade regulations to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST8", "name": "Percent of firms choosing electricity as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider electricity to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OBS.OBST9", "name": "Percent of firms choosing inadequately educated workforce as their biggest obstacle", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of establishments that consider an inadequately educated workforce to be the Biggest Obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OUTG.ZS", "name": "Value lost due to electrical outages (% of sales for affected firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average losses due to electrical outages, as percentage of total annual sales. The value represents average losses for all firms which reported outages (please see indicator IC.ELC.OUTG.ZS).", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.OWN.GOV.ZS", "name": "Enterprise ownership - Government/state (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of government or state ownership in private firms.  The ownership variables represent the average ownership composition within a firm. These variables do not represent the ownership composition across firms. ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OWN.PFOR.ZS", "name": "Enterprise ownership - Private Foreign (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of foreign ownership in private firms.  The ownership variables represent the average ownership composition within a firm. These variables do not represent the ownership composition across firms.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OWN.PLOC.ZS", "name": "Enterprise ownership - Private Domestic (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of domestic ownership in private firms. The ownership variables represent the average ownership composition within a firm. These variables do not represent the ownership composition across firms.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.OWN.ZS", "name": "Largest shareholder ownership (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage held by largest owner or owners", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.PROC", "name": "Dealing with construction, procedures (number)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "A procedure is any interaction of the company\u2019s employees or managers with external parties, including government agencies, notaries, the land registry, the cadastre, utility com\u00adpanies, public and private inspectors and technical experts apart from in-house architects and engineers. Interactions between company employees, such as development of the warehouse plans and inspections conducted by employees, are not counted as procedures. Procedures that the company undergoes to connect to electricity, water, sewerage and phone services are included. All procedures that are legally or in practice required for building a warehouse are counted, even if they may be avoided in exceptional cases.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.FRM.PROD.GROW.PEFT3", "name": "Real annual labor productivity growth (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Annual labor productivity growth is measured by a percentage change in labor productivity between the last completed fiscal year and a previous period, where labor productivity is sales divided by the number of full- time permanent workers. All sales values are deflated to 2009 using each\u00a0country's\u00a0GDP deflators.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.REG.BUS1", "name": "Days to obtain an import license", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average wait, in days, to obtain import license.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.REG.BUS2", "name": "Days to obtain an operating license", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "The average wait, in days, to obtain an operating license.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.REG.BUS3", "name": "Days to obtain a construction-related permit", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average wait, in days, to obtain construction-related permit.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.REG.BUS5", "name": "Percent of firms identifying business licensing and permits as a major constraint", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying business licensing and permits as \"major\" or \"very severe\" obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.REG.REG1", "name": "Senior management time spent dealing with the requirements of government regulation (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average percentage of senior\u00a0management's\u00a0time that is spent in a typical week dealing with requirements imposed by government regulations (eg. taxes, customs, labor regulations, licensing and registration), including dealings with officials, completing forms, et cetera.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.REG.REG2_C", "name": "If there were visits, average number of visits or required meetings with tax officials", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "If there were a positive number of visits or required meeting with tax officials, what was the average number?", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.REG.REG4", "name": "Percent of firms identifying tax rates as a major constraint", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying tax rates as a \"major\" or \"very severe\" obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.REG.REG5", "name": "Percent of firms identifying tax administration as a major constraint", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying tax administration as a \"major\" or \"very severe\" obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.REG.REG6", "name": "Percent of firms visited or required to meet with tax officials", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that were visited or inspected by tax officials or were required to meet with them over the last year.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.REG.ZS", "name": "Firms Formally Registered when Started Operations in the Country (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms formally registered when they started operations in the country.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/). ", "topics": []}
{"id": "IC.FRM.RSDV.ZS", "name": "Firms that spend on R&D (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percent of firms that spend on research and development.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.SEC.ZS", "name": "Firms Paying for Security (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms paying for security, for example equipment, personnel, or professional security services.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/)", "topics": []}
{"id": "IC.FRM.SECR.ZS", "name": "Security costs (% of sales)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Security costs is the average security costs as a percentage of total annual sales.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.SLS.GROW.PEFT1", "name": "Real annual sales growth (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Real annual sales growth is measured as a percentage change in sales between the last completed fiscal year and a previous period. All sales values are deflated to 2009 using each\u00a0country's\u00a0GDP deflators.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TAXAD.ZS", "name": "Tax Administration (% of firms identifying this as major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms identifying tax administration as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TAXR.ZS", "name": "Tax rates (% of firms identifying this as major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms identifying tax rates as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TECH.ZS", "name": "Firms using technology licensed from foreign companies (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms using technology licensed from foreign companies. For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.THEV.ZS", "name": "Firms experiencing losses due to theft and vandalism (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percent of firms experiencing losses due to theft, robbery, vandalism or arson that occurred on the establishment's premises.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.TIME", "name": "Time required to deal with construction permits (days)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The total number of days required to build a warehouse. The measure captures the median duration that local experts indicate is necessary to complete a procedure in practice.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.TRD.TR1", "name": "Days to clear direct exports through customs", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average number of days to clear direct exports through customs.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TRD.TR11", "name": "Percent of firms using material inputs and/or supplies of foreign origin", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that use material inputs and/or supplies of foreign origin.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TRD.TR16", "name": "Percent of firms exporting directly (at least 10% of sales)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that export directly at least 10% of their total annual sales.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TRD.TR17", "name": "Percent of firms exporting directly or indirectly (at least 10% of sales)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms that export directly or indirectly at least 10% of their total annual sales.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TRD.TR2", "name": "Days to clear imports from customs", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Average number of days to clear imports from customs.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TRD.TR5", "name": "Proportion of total sales that are exported directly (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Sales exported directly as percentage of total sales.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TRD.TR8", "name": "Proportion of total inputs that are of foreign origin (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of material inputs and/or supplies of foreign origin.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TRD.TR9", "name": "Percent of firms identifying customs and trade regulations as a major constraint", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying customs and trade regulations as a \"major\" or \"very severe\" obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.TRNG.ZS", "name": "Firms offering formal training (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Firms offering formal training are the percentage of firms offering formal training programs for their permanent, full-time employees.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.FRM.TRSP.ZS", "name": "Transportation (% of firms identifying this as a major constraint)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms identifying transport as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WEB.ZS", "name": "Firms using its own website (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms using the web for communication with clients or suppliers.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WRKF.WK1", "name": "Percent of firms offering formal training", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms offering formal training programs for its permanent, full-time employees.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WRKF.WK10", "name": "Percent of firms identifying an inadequately educated workforce as a major constraint", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying labor skill level as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WRKF.WK14", "name": "Number of workers", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Number of workers, including permanent and temporary workers. The number of temporary workers is adjusted for the number of months of their employment.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WRKF.WK15", "name": "Proportion of production workers (out of all permanent workers)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Proportion of production workers out of all permanent workers*.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WRKF.WK17", "name": "Proportion of temporary workers (out of all workers)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "The proportion of temporary workers out of all workers.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WRKF.WK18", "name": "Proportion of permanent workers (out of all workers)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "The proportion of permanent workers out of all workers.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WRKF.WK19", "name": "Proportion of skilled workers (out of all production workers) (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Proportion of skilled workers out of all production workers*.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WRKF.WK2", "name": "Proportion of workers offered formal training (%)", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of permanent, full-time employees that have received formal training.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WRKF.WK8", "name": "Years of the top manager's experience working in the firm's sector", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Years of experience of the top manager working in the sector.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WRKF.WK9", "name": "Percent of firms identifying labor regulations as a major constraint", "unit": "", "source": {"id": "13", "value": "Enterprise Surveys"}, "sourceNote": "Percentage of firms identifying labor regulations as a \"major\" or \"very severe\" obstacle.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.FRM.WTLIC.DURS", "name": "Number of years firms operated without formal registration", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Average number of years firms operated without formal registration. This indicator is computed only for the firms that did not have a formal registration when they started their operations in the country.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/). ", "topics": []}
{"id": "IC.FRM.XQ", "name": "Dealing with construction permits (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This index ranks economies from 1 to 181, with first place being the best.  This looks into (a) procedures (b) time and (c) cost  required for a business in the construction industry to build a standardized warehouse and gives weight to each topic.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.GCON.GIFT.ZS", "name": "Expected to give gifts to secure a Government contract (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of establishments that consider that firms with characteristics similar to theirs are making informal payments or giving gifts to public officials to secure government contract.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.GOV.DURS.ZS", "name": "Time spent dealing with the requirements of government regulations (% of senior management time)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time spent dealing with the requirements of government regulations is the proportion of senior management's time, in a typical week, that is spent dealing with the requirements imposed by government regulations (e.g., taxes, customs, labor regulations, licensing and registration, including dealings with officials, and completing forms).", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.GRAFT.XQ", "name": "Incidence of Graft index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Incidence of Graft Index is the proportion of instances in which firms were either expected or requested to pay a gift or informal payment over the number of total solicitations for public services, licenses or permits for that country.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.IMP.COST.CD", "name": "Cost to import (US$ per container)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Cost measures the fees levied on a 20-foot container in U.S. dollars. All the fees associated with completing the procedures to export or import the goods are included. These include costs for documents, administrative fees for customs clearance and technical control, customs broker fees, terminal handling charges and inland transport. The cost measure does not include tariffs or trade taxes. Only official costs are recorded.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.IMP.CSBC.CD", "name": "Cost to import, border compliance (US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Border compliance captures the time and cost associated with compliance with the economy\u2019s customs regulations and with regulations relating to other inspections that are mandatory in order for the shipment to cross the economy\u2019s border, as well as the time and cost for handling that takes place at its port or border. The time and cost for this segment include time and cost for customs clearance and inspection procedures conducted by other government agencies.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.IMP.CSDC.CD", "name": "Cost to import, documentary compliance (US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Documentary compliance captures the time and cost associated with compliance with the documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. The aim is to measure the total burden of preparing the bundle of documents that will enable completion of the international trade for the product and partner pair assumed in the case study.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.IMP.DOCS", "name": "Documents to import (number)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "All documents required per shipment to import goods are recorded. It is assumed that the contract has already been agreed upon and signed by both parties. Documents required for clearance by government ministries, customs authorities, port and container terminal authorities, health and technical control agencies and banks are taken into account. Since payment is by letter of credit, all documents required by banks for the issuance or securing of a letter of credit are also taken into account. Documents that are renewed annually and that do not require renewal per shipment (for example, an annual tax clearance certificate) are not included.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.IMP.DURS", "name": "Time to import (days)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Time to import is the time necessary to comply with all procedures required to import goods. Time is recorded in calendar days. The time calculation for a procedure starts from the moment it is initiated and runs until it is completed. If a procedure can be accelerated for an additional cost, the fastest legal procedure is chosen. It is assumed that neither the exporter nor the importer wastes time and that each commits to completing each remaining procedure without delay. Procedures that can be completed in parallel are measured as simultaneous. The waiting time between procedures--for example, during unloading of the cargo--is included in the measure.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.IMP.GIFT.ZS", "name": "Expected to give gifts to get an Import License (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms expected to give gifts or an informal payment to get an import license.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.IMP.TMBC", "name": "Time to import, border compliance (hours)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Border compliance captures the time and cost associated with compliance with the economy\u2019s customs regulations and with regulations relating to other inspections that are mandatory in order for the shipment to cross the economy\u2019s border, as well as the time and cost for handling that takes place at its port or border. The time and cost for this segment include time and cost for customs clearance and inspection procedures conducted by other government agencies.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.IMP.TMDC", "name": "Time to import, documentary compliance (hours)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Documentary compliance captures the time and cost associated with compliance with the documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. The aim is to measure the total burden of preparing the bundle of documents that will enable completion of the international trade for the product and partner pair assumed in the case study.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "IC.ISV.DURS", "name": "Time to resolve insolvency (years)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time to resolve insolvency is the number of years from the filing for insolvency in court until the resolution of distressed assets.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.LGL.CONT.XQ", "name": "Enforcing contracts (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This index ranks economies from 1 to 181, with first place being the best giving time, cost and procedures equal weight to each topic.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). ", "topics": []}
{"id": "IC.LGL.COST.DEBT.ZS", "name": "Enforcing contracts, cost (% of claim)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cost is recorded as a percentage of the claim, assumed to be equivalent to 200% of income per capita. Only official costs required by law are recorded, including court and enforcement costs and average attorney fees where the use of attorneys is mandatory or common.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.LGL.CRED.XQ", "name": "Strength of legal rights index (0=weak to 12=strong)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Strength of legal rights index measures the degree to which collateral and bankruptcy laws protect the rights of borrowers and lenders and thus facilitate lending. The index ranges from 0 to 12, with higher scores indicating that these laws are better designed to expand access to credit.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "12", "value": "Private Sector"}, {"id": "13", "value": "Public Sector "}]}
{"id": "IC.LGL.DURS", "name": "Time required to enforce a contract (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time required to enforce a contract is the number of calendar days from the filing of the lawsuit in court until the final determination and, in appropriate cases, payment.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.LGL.EMPL.XQ", "name": "Rigidity of employment index (0=less rigid to 100=more rigid)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IC.LGL.LACK.ZS", "name": "Courts (% of managers surveyed lacking confidence in courts to uphold property rights)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IC.LGL.PROC", "name": "Procedures to enforce a contract (number)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Number of procedures to enforce a contract are the number of independent actions, mandated by law or courts, that demand interaction between the parties of a contract or between them and the judge or court officer.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.LOAN.COL.ZS", "name": "Loans requiring collateral (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of loans that require collateral.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.OPER.GIFT.ZS", "name": "Expected to give gifts to get an Operating License (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms expected to give gifts or an informal payment to get an operating license.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.PRP.COST.PROP.ZS", "name": "Cost of registering property (% of property value)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cost is recorded as a percentage of the property value, assumed to be equivalent to 50 times income per capita. Only official costs required by law are recorded, including fees, transfer taxes, stamp duties and any other payment to the property registry, notaries, public agencies or lawyers. Other taxes, such as capital gains tax or value added tax, are excluded from the cost measure. Both costs borne by the buyer and those borne by the seller are included. If cost estimates differ among ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.PRP.DURS", "name": "Time required to register property (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time required to register property is the number of calendar days needed for businesses to secure rights to property.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.PRP.PROC", "name": "Procedures to register property (number)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of procedures to register property is the number of procedures required for a businesses to secure rights to property.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.PRP.XQ", "name": "Registering property (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This index ranks economies from 1 to 181, with first place being the best. This gives (a) time (b) procedures and (c) cost equal weight to each topic.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.REG.CAP.PC.ZS", "name": "Minimum capital for starting a business  (% of income per capita)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The paid-in minimum capital requirement reflects the amount that the entrepreneur needs to deposit in a bank or with a notary before registration and up to 3 months following in\u00adcorporation and is recorded as a percentage of the country\u2019s income per capita. The amount is typically specified in the commercial code or the company law. Many countries have a minimum capital requirement but allow businesses to pay only a part of it before registration, with the rest to be paid after the first year of operation.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.REG.COST.PC.FE.ZS", "name": "Cost of business start-up procedures, female (% of GNI per capita)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Cost to register a business is normalized by presenting it as a percentage of gross national income (GNI) per capita.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.REG.COST.PC.FE.ZS.DRFN", "name": "Starting a business: Cost - Women (% of income per capita) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the cost for women benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.COST.PC.MA.ZS", "name": "Cost of business start-up procedures, male (% of GNI per capita)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Cost to register a business is normalized by presenting it as a percentage of gross national income (GNI) per capita.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.REG.COST.PC.MA.ZS.DFRN", "name": "Starting a business: Cost - Men (% of income per capita) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the cost for men benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.COST.PC.ZS", "name": "Cost of business start-up procedures (% of GNI per capita)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Cost to register a business is normalized by presenting it as a percentage of gross national income (GNI) per capita.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.REG.DFRN.PC.DFRN", "name": "Starting a business: Paid-in Minimum capital (% of income per capita) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the paid-in minimum capital requirement benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.DURS", "name": "Time required to start a business (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time required to start a business is the number of calendar days needed to complete the procedures to legally operate a business. If a procedure can be speeded up at additional cost, the fastest procedure, independent of cost, is chosen.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.REG.DURS.FE", "name": "Time required to start a business, female (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time required to start a business is the number of calendar days needed to complete the procedures to legally operate a business. If a procedure can be speeded up at additional cost, the fastest procedure, independent of cost, is chosen.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.REG.DURS.FE.DY", "name": "Starting a business: Time - Women (days)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time for women captures the median duration that business incorporation experts indicate is necessary for five female married entrepreneurs to complete all procedures required to start and operate a business with minimum follow-up and no extra payments. It is calulared in calendar days. The time estimates of all procedures are added to calculate the total time required to start and operate a business, taking into account simultaneity of processes. It is assumed that the minimum time required for each procedure is one day, except for procedures that can be fully completed online, for which the time required is recorded as half a day.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.DURS.FE.DY.DRFN", "name": "Starting a business: Time - Women (days)- Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the time for women benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.DURS.MA", "name": "Time required to start a business, male (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time required to start a business is the number of calendar days needed to complete the procedures to legally operate a business. If a procedure can be speeded up at additional cost, the fastest procedure, independent of cost, is chosen.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.REG.DURS.MA.DY", "name": "Starting a business: Time - Men (days)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time for men captures the median duration that business incorporation experts indicate is necessary for five male married entrepreneurs to complete all procedures required to start and operate a business with minimum follow-up and no extra payments. It is calulared in calendar days. The time estimates of all procedures are added to calculate the total time required to start and operate a business, taking into account simultaneity of processes. It is assumed that the minimum time required for each procedure is one day, except for procedures that can be fully completed online, for which the time required is recorded as half a day.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.DURS.MA.DY.DFRN", "name": "Starting a business: Time - Men (days) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the time for men benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.MIN.CAP", "name": "Starting a business: Minimum capital (% of income per capita)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The paid-in minimum capital requirement re?ects the amount that the entrepreneur needs to deposit in a bank or with a third-party before registration or up to three months after incorporation. It is calculated as percentage of income per capita. Any legal limitation of the company\u2019s operations or decisions related to the payment of the minimum capital requirement is recorded. In case the legal minimum capital is provided per share, it is assumed 5 shareholders own the company and the legal minimum capital is multiplied by 5 shares. If an economy requires a minimum capital but allows businesses to pay only a part of it before registration, only this part is recorded.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PROC", "name": "Start-up procedures to register a business (number)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Start-up procedures are those required to start a business, including interactions to obtain necessary permits and licenses and to complete all inscriptions, verifications, and notifications to start operations. Data are for businesses with specific characteristics of ownership, size, and type of production.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.REG.PROC.FE", "name": "Start-up procedures to register a business, female (number)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Start-up procedures are those required to start a business, including interactions to obtain necessary permits and licenses and to complete all inscriptions, verifications, and notifications to start operations. Data are for businesses with specific characteristics of ownership, size, and type of production.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.REG.PROC.FE.NO", "name": "Starting a business: Procedures required - Women (number)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The number of procedures for women records all the procedures required in practice for five female married entrepreneurs to start and operate a local limited liability company. A procedure is de?ned as any interaction of the company founders with external parties or spouses (if legally required). Both pre- and post-incorporation procedures that are officially required or commonly done in practice are recorded.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PROC.FE.NO.DFRN", "name": "Starting a business: Procedures required - Women (number) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the number of procedures for women benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PROC.MA", "name": "Start-up procedures to register a business, male (number)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Start-up procedures are those required to start a business, including interactions to obtain necessary permits and licenses and to complete all inscriptions, verifications, and notifications to start operations. Data are for businesses with specific characteristics of ownership, size, and type of production.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.REG.PROC.MA.NO", "name": "Starting a business: Procedures required - Men (number)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The number of procedures for men records all the procedures required in practice for five male married entrepreneurs to start and operate a local limited liability company. A procedure is de?ned as any interaction of the company founders with external parties.  Both pre- and post-incorporation procedures that are officially required or commonly done in practice are recorded.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PROC.MA.NO.DFRN", "name": "Starting a business: Procedures required - Men (number) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the number of procedures for men benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.COST.PRT.VAL", "name": "Registering property: Cost (% of property value)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost is the total of official costs associated with completing the procedures to transfer the property, expressed as a percentage of the property value, assumed to be equiva\u00adlent to 50 times income per capita. It is calculted as a percentage of the property value. Only official costs required by law are recorded, including fees, transfer taxes, stamp duties and any other payment to the property registry, notaries, public agencies or lawyers. Other taxes, such as capital gains tax or value added tax, are excluded from the cost measure. Both costs borne by the buyer and the seller are included. If cost estimates differ among sources, the median reported value is used.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.COST.PRT.VAL.DFRN", "name": "Registering property: Cost (% of property value) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for cost benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.DFRN.DB0515", "name": "Registering property (DB05-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for registering property is the simple average of the scores for each of the component indicators: the procedures, time, cost to transfer property between two local companies, as well as the quality of land administration index that evaluates the reliability of infrastructure, transparency of information, geographic coverage, land dispute resolution and equal access to property rights. The score is computed based on the methodology in the DB05-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.DFRN.DB1719", "name": "Registering property (DB17-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for registering property is the simple average of the scores for each of the component indicators: the procedures, time, cost to transfer property between two local companies, as well as the quality of land administration index that evaluates the reliability of infrastructure, transparency of information, geographic coverage, land dispute resolution and equal access to property rights. The score is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.DURS.TM", "name": "Registering property: Time (days)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The number of procedures records all the procedures necessary for a business (the buyer) to purchase a property from another business (the seller) and to transfer the property title to the buyer\u2019s name so that the buyer can use the property for expanding its business, use the property as collateral in taking new loans or, if necessary, sell the property to another business. A procedure is defined as any interaction that is legally or in practice required between the buyer, the seller or their agents (if required) and external parties, including government agencies, inspectors, notaries and lawyers.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.DURS.TM.DRFN", "name": "Registering property: Time (days) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the number of procedures benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.EQACCS.XD.08.DB1619", "name": "Registering property: Equal access to property rights index (-2-0) (DB17-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The equal access to property rights index evaluates whether married or unmarried women have equal access to property rights. It has two components: (i) whether unmarried men and unmar\u00adried women have equal ownership rights to property; and (ii) whether married men and married women have equal ownership rights to property. The index is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.GEO.COVR.XD.08.DB1619", "name": "Registering property: Geographic coverage index (0-8) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The geographic coverage index assesses the extent to which the land registry and cadastre provide complete geographic coverage of privately held land parcels. It has four components: (i) how complete the coverage of the land registry is at the level of the largest business city; (ii) how complete the coverage of the land registry is at the level of the economy; (iii) how complete the coverage of the mapping agency is at the level of the largest business city; and (iv) how complete the coverage of the mapping agency is at the level of the economy. The index is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.LAND.DISP.XD.08.DB1619", "name": "Registering property: Land dispute resolution index (0-8) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The land dispute resolution index measures the accessibility of conflict resolution mechanisms and the extent of liability for entities or agents recording land transactions. It has eight components: (i) whether the law requires that all property sale transactions be regis\u00adtered at the immovable property registry to make them opposable to third parties; (ii) whether the formal system of immovable property registration is subject to a guarantee; (iii) whether there is a specific, out-of-court compensation mechanism to cover for losses incurred by parties who engaged in good faith in a prop\u00aderty transaction based on erroneous information certified by the immov\u00adable property registry; (iv) whether the legal system requires verification of the legal validity of the documents (such as the sales, transfer or conveyance deed) necessary for a property transaction; (v) whether the legal system requires verification of the identity of the parties to a property transaction; (vi) whether there is a national database to verify the accuracy of identity documents; (vii) how much time it takes to obtain a decision from a court of first instance (without an appeal) in a standard land dispute between two local busi\u00adnesses over tenure rights worth 50 times income per capita and located in the largest business city; and (viii) whether there are publicly avail\u00adable statistics on the number of land disputes in the first instance. The index is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.PROC.NO", "name": "Registering property: Procedures (number)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time captures the median duration that property lawyers, notaries or registry officials indicate is necessary to complete a procedure. It is calculated in calendar days. The time estimates of all procedures are added to calculate the total time required to obtain transfer the property title, taking into account simultaneity of processes. It is assumed that the minimum time required for each procedure is one day, except for proce\u00addures that can be fully completed online, for which the time required is recorded as half a day.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.PROC.NO.DFRN", "name": "Registering property: Procedures (number) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for time benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.QUAL.LNDADM.XD.030.DB16", "name": "Registering property: Quality of land administration index (0-30) (DB17-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The quality of land administration index is the sum of the reliability of infrastructure, transparency of information, geographic coverage, land dispute resolution and equal access to property rights. The score is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.QUAL.LNDADM.XD.030.DB16.DFRN", "name": "Registering property: Quality of land administration index (0-30) (DB17-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the quality of land administration index benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.REG.RK.DB19", "name": "Rank: Registering property (1=most business-friendly regulations)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ranking of economies on the ease of registering property is determined by sorting their scores for registering property.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.RELI.INFR.XD.09.DB1619", "name": "Registering property: Reliability of infrastructure index (0-8) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The reliability of infrastructure index assesses whether the land registry and cadaster have adequate infrastructure to guarantee high standards and reduce the risk of errors. It has six components: (i) how land titles are kept at the registry of the largest business city of the economy; (ii) whether there is an electronic database for checking for encumbrances; (iii) how maps of land plots are kept at the mapping agency of the largest business city of the economy; (iv) whether there is a geographic information system\u2014an electronic database for recording boundaries, checking plans and providing cadastral information; (v) how the land ownership registry and mapping agency are linked; and (vi) how immovable property is identified. The index is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.PRRT.TRAP.INFO.XD.06.DB1619", "name": "Registering property: Transparency of information index (0-6) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The transparency of information index evaluates whether the land administration system makes land-related information publicly available. It has ten components: (i) whether information on land ownership is made publicly available; (ii) whether the list of documents required for completing the registra\u00adtion of property transactions is made publicly available; (iii) whether the fee schedule for completing the registration of prop\u00aderty transactions is made publicly available; (iv) whether the agency in charge of immovable property registration commits to a specific time frame for delivering a legally binding document that proves property ownership; (v) whether there is a specific and independent mechanism for filing complaints about a problem that occurred at the agency in charge of immovable property registration; (vi) whether there are publicly available official statistics tracking the number of transactions at the immovable property registration agency; (vii) whether maps of land plots are made publicly available; (viii) whether the fee schedule for accessing maps is made publicly available; and (ix) whether the mapping agency commits to a specific time frame for delivering an updated map; and (x) whether there is a specific and independent mechanism for filing complaints about a problem that occurred at the mapping agency. The index is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.STRT.BUS.DFRN", "name": "Starting a business - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for starting a business is the simple average of the scores for each of the component indicators: the procedures, time and cost for an entrepreneur to start and formally operate a business, as well as the paid-in minimum capital requirement.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.STRT.BUS.RK.DB19", "name": "Rank: Starting a business (1=most business-friendly regulations)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ranking of economies on the ease of starting a business is determined by sorting their scores for starting a business.", "sourceOrganization": "", "topics": []}
{"id": "IC.REG.XQ", "name": "Starting a business (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This index averages the country's percentile rankings on: procedures, time, cost (% of income per capita) and minimum capital (% of income per capita)", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.SALE.DOM.ZS", "name": "Domestic Sales (% sales)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of sales sold domestically.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.SME.EMPL.ZS", "name": "MSME employment (% of total employment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IC.SME.TOTL", "name": "Micro, small and medium enterprises (number) ", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Micro, small, and medium-size enterprises are business that may be defined by the number of employees. There is no international standard definition of firm size; however, many institutions that collect information use the following size categories: micro enterprises have 0-9 employees, small enterprises have 10-49 employees, and medium-size enterprises have 50-249 employees.", "sourceOrganization": "International Finance Corporation's micro, small, and medium-size enterprises database (http://www.ifc.org/ifcext/sme.nsf/Content/Resources).", "topics": [{}]}
{"id": "IC.SME.TOTL.P3", "name": "Micro, small and medium enterprises (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Micro, small, and medium-size enterprises are business that may be defined by the number of employees. There is no international standard definition of firm size; however, many institutions that collect information use the following size categories: micro enterprises have 0-9 employees, small enterprises have 10-49 employees, and medium-size enterprises have 50-249 employees.", "sourceOrganization": "International Finance Corporation's micro, small, and medium-size enterprises database (http://www.ifc.org/ifcext/sme.nsf/Content/Resources).", "topics": []}
{"id": "IC.TAX.DURS", "name": "Time to prepare and pay taxes (hours)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time to prepare and pay taxes is the time, in hours per year, it takes to prepare, file, and pay (or withhold) three major types of taxes: the corporate income tax, the value added or sales tax, and labor taxes, including payroll taxes and social security contributions.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "13", "value": "Public Sector "}]}
{"id": "IC.TAX.GIFT.ZS", "name": "Firms expected to give gifts in meetings with tax officials (% of firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Firms expected to give gifts in meetings with tax officials is the percentage of firms that answered positively to the question \"was a gift or informal payment expected or requested during a meeting with tax officials?\"", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.TAX.LABR.CP.ZS", "name": "Labor tax and contributions (% of commercial profits)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor tax and contributions is the amount of taxes and mandatory contributions on labor paid by the business.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.TAX.LBR.ZS", "name": "Paying taxes, labor tax and contributions (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The total tax rate measures the amount of taxes and mandatory contributions payable by the business in the second year of operation, expressed as a share of commercial profits. Doing Business 2008 reports the total tax rate for fiscal 2006. The total amount of taxes is the sum of all the different taxes and contributions payable after accounting for deductions and exemptions. The taxes withheld (such as sales or value added tax or personal income tax) but not paid by the company are excluded. The taxes included can be divided into 5 categories: profit or corporate income tax, social contribu\u00adtions and labor taxes paid by the employer (for which all mandatory contributions are included, even if paid to a private entity such as a requited pension fund), property taxes, turnover taxes and other small taxes (such as municipal fees and vehicle and fuel taxes).  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.TAX.METG", "name": "Number of visits or required meetings with tax officials (average for affected firms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average number of visits or required meetings with tax officials during the year. The value represents the average number of visits for all firms which reported being visited or required to meet with tax officials (please see indicator IC.FRM.METG.ZS).", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.TAX.OTH.ZS", "name": "Paying taxes, other taxes (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Amount of taxes and mandatory contributions paid by the business that are not already included in the tax profits and labour taxes.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.TAX.OTHR.CP.ZS", "name": "Other taxes payable by businesses (% of commercial profits)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Other taxes payable by businesses include the amounts paid for property taxes, turnover taxes, and other small taxes such as municipal fees and vehicle and fuel taxes.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.TAX.PAYM", "name": "Tax payments (number)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Tax payments by businesses are the total number of taxes paid by businesses, including electronic filing. The tax is counted as paid once a year even if payments are more frequent.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "13", "value": "Public Sector "}]}
{"id": "IC.TAX.PFT.ZS", "name": "Paying taxes, profit tax (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "\"Total amount of taxes and mandatory contributions payable by the business.  \rFor more information, visit http://www.doingbusiness.org/MethodologySurveys/.  \"", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.TAX.PRFT.CP.ZS", "name": "Profit tax (% of commercial profits)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Profit tax is the amount of taxes on profits paid by the business.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.TAX.TOTL.CP.ZS", "name": "Total tax and contribution rate (% of profit)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total tax rate measures the amount of taxes and mandatory contributions payable by businesses after accounting for allowable deductions and exemptions as a share of commercial profits. Taxes withheld (such as personal income tax) or collected and remitted to tax authorities (such as value added taxes, sales taxes or goods and service taxes) are excluded.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "13", "value": "Public Sector "}]}
{"id": "IC.TAX.TOTL.GP.ZS", "name": "Total tax payable by businesses (% of gross profit)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IC.TAX.XQ", "name": "Paying taxes (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This index ranks economies from 1 to 181, with first place being the best.  This  assesses (a) number of payments (b) time spent to prepare taxes (c) labour taxes (d) other taxes and (e) taxes on profits and gives each topic equal weight.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.TEL.DURS", "name": "Delay in obtaining a mainline telephone connection (days)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Delay for firm in obtaining a telephone connection is the average actual delay in days that firms experience when obtaining a telephone connection, measured from the day the establishment applied to the day it received the service or approval.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.TEL.GIFT.ZS", "name": "Expected to give gifts to get a phone connection (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms expected to give gifts or an informal payment to get a phone connection.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.TRD.XQ", "name": "Trading across borders (rank)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This index ranks economies from 1 to 181, with first place being the best.  This gives an equal weigh to each of the topics in order for ranking (a) number of all documents required to export/import goods, (b) time and (c) cost.  ", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/).", "topics": []}
{"id": "IC.VAL.COL.ZS", "name": "Value of collateral needed for a loan (% of the loan amount)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value of collateral needed for a loan or line of credit as a percentage of the loan value or the value of the line of credit.", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.VALG.GIFT.ZS", "name": "Value of gift expected to secure Government Contract (% of Contract)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of contract value expected as a gift to secure government contract. Only firms that have confirmed that they have secured or attempted to secure a government contract in the last 12 months were required to answer this question.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.WAT.DURS", "name": "Delay in obtaining a water connections (days)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Delay for firm in obtaining water connection is the average actual delay in days that firms experience when obtaining a water connection, measured from the day the establishment applied to the day it received the service or approval.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.WAT.GIFT.ZS", "name": "Expected to give gifts to get a water connection (% of firms)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of firms expected to give gifts or an informal payment to get a water connection.  ", "sourceOrganization": "World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).", "topics": []}
{"id": "IC.WEF.LLCD.FE", "name": "Number of female directors", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female directors is the number of female individuals who conduct the affairs of newly registered limited liability companies in the calendar year.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.LLCD.FE.ZS", "name": "Share of female directors (% of total directors)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Share of female directors is the proportion of female directors of newly registered limited liability companies out of the total number of directors of newly registered limited liability companies in the economy in the calendar year. A  director is defined as an individual who conducts the affairs of newly registered limited liability companies in the calendar year.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.LLCD.MA", "name": "Number of male directors", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female directors is the number of female individuals who conduct the affairs of newly registered limited liability companies in the calendar year.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.LLCD.MA.ZS", "name": "Share of male directors (% of total directors)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Share of male directors is the proportion of male directors of newly registered limited liability companies out of the total number of directors of newly registered limited liability companies in the economy in the calendar year. A  director is defined as an individual who conducts the affairs of newly registered limited liability companies in the calendar year.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.LLCO.FE", "name": "Number of female business owners", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female business owners is the number of female individuals that own at least one share of a limited liability company that was newly registered in the calendar year.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.LLCO.FE.ZS", "name": "Share of female business owners (% of total business owners)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Share of female business is the proportion of female newly registered limited liability company owners out of the total number of newly registered limited liability company owners in the economy in the calendar year.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.LLCO.MA", "name": "Number of male business owners", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female business owners is the number of male individuals that own at least one share of a limited liability company that was newly registered in the calendar  year.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.LLCO.MA.ZS", "name": "Share of male business owners  (% of total business owners)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Share of female business is the proportion of male newly registered limited liability company owners out of the total number of newly registered limited liability company owners in the economy in the calendar year.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.SOLO.FE", "name": "Number of female sole proprietors", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female sole proprietors is the number of newly registered sole proprietors owned by female individuals in the calendar year. A sole proprietorship is a business entity owned and managed by a single individual who is indistinguishable from the business and personally liable.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.SOLO.FE.ZS", "name": "Share of female sole proprietors  (% of sole proprietors)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Share of female sole proprietors is the proportion of female newly registered sole proprietors out of the total number of newly registered sole proprietors in the economy in the calendar year. A sole proprietorship is a business entity owned and managed by a single individual who is indistinguishable from the business and personally liable.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.SOLO.MA", "name": "Number of male sole proprietors", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male sole proprietors is the number of newly registered sole proprietors owned by female individuals in the calendar year.  A sole proprietorship is a business entity owned and managed by a single individual who is indistinguishable from the business and personally liable.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WEF.SOLO.MA.ZS", "name": "Share of male sole proprietors  (% of sole proprietors)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Share of female sole proprietors is the proportion of male newly registered sole proprietors out of the total number of newly registered sole proprietors in the economy in the calendar year. A sole proprietorship is a business entity owned and managed by a single individual who is indistinguishable from the business and personally liable.", "sourceOrganization": "World Bank's Entrepreneurship Survey and database (https://www.worldbank.org/en/programs/entrepreneurship). Downloaded on November 29, 2023.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WRH.DURS", "name": "Time required to build a warehouse (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Time required to build a warehouse is the number of calendar days needed to complete the required procedures for building a warehouse. If a procedure can be speeded up at additional cost, the fastest procedure, independent of cost, is chosen.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IC.WRH.PROC", "name": "Procedures to build a warehouse (number)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of procedures to build a warehouse is the number of interactions of a company's employees or managers with external parties, including government agency staff, public inspectors, notaries, land registry and cadastre staff, and technical experts apart from architects and engineers.", "sourceOrganization": "World Bank, Doing Business project (http://www.doingbusiness.org/). NOTE: Doing Business has been discontinued as of 9/16/2021. For more information: https://bit.ly/3CLCbme", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "ID.OWN.25UP.ZS", "name": "ID ownership, 25 and older (%)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of respondents who report owning a primary foundational ID (national ID or similar credential), age 25 or older. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.BRTH.ZS", "name": "Birth certification (%)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of children under age 5 whose births were registered at the time of the survey and whose birth certificate was seen by the interviewer or whose mother or caretaker says that a birth certificate has been issued for the child.", "sourceOrganization": "UNICEF Global Databases, 2022", "topics": []}
{"id": "ID.OWN.TOTL.40.ZS", "name": "ID ownership, poorest 40% (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of respondents age 15 and above among the poorest 40 percent of households who report owning a primary foundational ID (national ID or similar credential). If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.TOTL.60.ZS", "name": "ID ownership, richest 60% (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of respondents age 15 and above among the richest 60 percent of households who report owning a primary foundational ID (national ID or similar credential). If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.TOTL.FE.ZS", "name": "ID ownership, female (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of female respondents age 15 and above who report owning a primary foundational ID (national ID or similar credential). If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.TOTL.MA.ZS", "name": "ID ownership, male (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of male respondents age 15 and above who report owning a primary foundational ID (national ID or similar credential). If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.TOTL.OW.ZS", "name": "ID ownership, out of the workforce (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those who are out of the workforce. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.TOTL.PR.ZS", "name": "ID ownership, primary education or less (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those with a primary education or less. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.TOTL.RU.ZS", "name": "ID ownership, rural (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those residing in rural areas. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.TOTL.SE.ZS", "name": "ID ownership, secondary education or more (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those with a secondary education or more. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.TOTL.UR.ZS", "name": "ID ownership, urban (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those residing in urban areas. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.TOTL.WF.ZS", "name": "ID ownership, in the workforce (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those who are in the workforce. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "ID.OWN.TOTL.ZS", "name": "ID ownership (% age 15+)", "unit": "", "source": {"id": "89", "value": "Identification for Development (ID4D) Data"}, "sourceNote": "The percentage of respondents age 15 and above who report owning a primary foundational ID (national ID or similar credential). If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.", "sourceOrganization": "Global Findex Database", "topics": []}
{"id": "IDX.HDI", "name": "Human Development Index", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "IDX.HDI.REV", "name": "Human Development Index, revised method", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IE.ICT.PCAP.CD", "name": "Information and communication technology expenditure per capita (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Information and communications technology expenditures include computer hardware (computers, storage devices, printers, and other peripherals); computer software (operating systems, programming tools, utilities, applications, and internal software development); computer services (information technology consulting, computer and network systems integration, Web hosting, data processing services, and other services); and communications services (voice and data communications services) and wired and wireless communications equipment.", "sourceOrganization": "World Information Technology and Services Alliance, Digital Planet: The Global Information Economy, and Global Insight, Inc.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IE.ICT.TOTL.CD", "name": "Information and communication technology expenditure (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Information and communications technology expenditures include computer hardware (computers, storage devices, printers, and other peripherals); computer software (operating systems, programming tools, utilities, applications, and internal software development); computer services (information technology consulting, computer and network systems integration, Web hosting, data processing services, and other services); and communications services (voice and data communications services) and wired and wireless communications equipment.", "sourceOrganization": "World Information Technology and Services Alliance, Digital Planet: The Global Information Economy, and Global Insight, Inc.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IE.ICT.TOTL.GD.ZS", "name": "Information and communication technology expenditure (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Information and communications technology expenditures include computer hardware (computers, storage devices, printers, and other peripherals); computer software (operating systems, programming tools, utilities, applications, and internal software development); computer services (information technology consulting, computer and network systems integration, Web hosting, data processing services, and other services); and communications services (voice and data communications services) and wired and wireless communications equipment.", "sourceOrganization": "World Information Technology and Services Alliance, Digital Planet: The Global Information Economy, and Global Insight, Inc.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IE.PPI.ENGY.CD", "name": "Investment in energy with private participation (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Investment in energy projects with private participation  refers to commitments to  infrastructure projects in energy (electricity and natural gas: generation, transmission and distribution) that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects such as windmills are excluded. The types of projects included are management and lease contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "9", "value": "Infrastructure "}, {"id": "12", "value": "Private Sector"}]}
{"id": "IE.PPI.ICTI.CD", "name": "Investment in ICT with private participation (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Investment in ICT projects with private participation refers to commitments to projects in ICT backbone infrastructure (including land based and submarine cables) that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are operations and management contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars and available 2015 onwards only.", "sourceOrganization": "World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IE.PPI.TELE.CD", "name": "Investment in telecoms with private participation (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Investment  in telecom projects with private participation refers to commitments to infrastructure projects in telecommunications that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are management and lease contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "12", "value": "Private Sector"}]}
{"id": "IE.PPI.TRAN.CD", "name": "Investment in transport with private participation (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Investment  in transport projects with private participation refers to commitments to  infrastructure projects in transport that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are  management and lease contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "12", "value": "Private Sector"}]}
{"id": "IE.PPI.WATR.CD", "name": "Investment in water and sanitation with private participation (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Investment in water and sanitation projects with private participation refers to commitments to  infrastructure projects in water and sanitation that have reached financial closure and directly or indirectly serve the public. Movable assets, incinerators, standalone solid waste projects, and small projects are excluded. The types of projects included are management and lease contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "12", "value": "Private Sector"}]}
{"id": "IE.PPN.ENGY.CD", "name": "Public private partnerships investment in energy (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public Private Partnerships in energy (current US$)  refers to commitments to  infrastructure projects in energy (electricity and natural gas transmission and distribution) that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects such as windmills are excluded. The types of projects included are  management and lease contracts, operations and management contracts with major capital expenditure, and greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility). It excludes divestitures and merchant projects. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IE.PPN.ICTI.CD", "name": "Public private partnerships investment in ICT (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public Private Partnerships in ICT (current US$) refers to commitments to projects in ICT backbone infrastructure (including land based and submarine cables) that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are management and lease contracts, operations and management contracts with major capital expenditure and greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility). It excludes divestitures and merchant projects. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars and available 2015 onwards only.", "sourceOrganization": "World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IE.PPN.TELE.CD", "name": "Public private partnerships investment in telecom (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Public Private Partnerships in telecom (current US$) refers to commitments to infrastructure projects in telecommunications that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are operations and management and lease contracts, operations and management contracts with major capital expenditure, and greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility). It excludes divestitures and merchant projects. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IE.PPN.TRAN.CD", "name": "Public private partnerships investment in transport (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public Private Partnerships in transport (current US$) refers to commitments to  infrastructure projects in transport that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are  management and lease contracts, operations and management contracts with major capital expenditure,  and greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility). It excludes divestitures and merchant projects. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IE.PPN.WATR.CD", "name": "Public private partnerships investment in water and sanitation (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public Private Partnerships in water and sanitation (current US$) refers to commitments to  infrastructure projects in water and sanitation that have reached financial closure and directly or indirectly serve the public. Movable assets, incinerators, standalone solid waste projects, and small projects are excluded. The types of projects included are management and lease contracts, operations and management contracts with major capital expenditure, and greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility). It excludes divestitures and merchant projects. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.", "sourceOrganization": "World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IMPCOV", "name": "Foreign Reserves, Months Import Cover, Goods", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "The stock of international reserves is expressed as the number of months of financing-coverage it represents for the given country's imports of merchandise goods.", "sourceOrganization": "World Bank staff calculations based on Datastream data.", "topics": []}
{"id": "IN.AGR.GR.IRRIG.AREA", "name": "Gross Irrigated Area under all crops ('000 hectares)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Gross area under irrigation is the total area under crops, irrigated once and/or more than once in a year. It is counted as many times as the number of times the areas are cropped and irrigated in a year.", "sourceOrganization": "Source: Directorate of Economics and Statistics, Ministry of Agriculture\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-12-IRRIGATION/Table 12.2.xls", "topics": []}
{"id": "IN.AGR.YLD.ALL", "name": "Yield - All Foodgrains (Kgs/Hectare)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Yield of Total Foodgrains (Rice, Wheat, etc.), measured in Kgs/Hectare, is derived by aggregating the individual foodgrain production (Kgs) and total harvested areas (hectares), which are estimated using their Yield. ", "sourceOrganization": "http://eands.dacnet.nic.in/Publication12-12-2012/Agriculture_at_a_Glance%202012/Pages85-136.pdf", "topics": []}
{"id": "IN.AGR.YLD.RICE", "name": "Yield - Rice (Kgs/Hectare)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Yield of Rice, measured in Kgs/Hectare, is an estimate based on randomized sampling of survey areas and controlled crop cutting experiments. ", "sourceOrganization": "http://eands.dacnet.nic.in/Publication12-12-2012/Agriculture_at_a_Glance%202012/Pages85-136.pdf", "topics": []}
{"id": "IN.AGR.YLD.SUGRCANE", "name": "Yield - Sugarcane (Kgs/Hectare)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Yield of Sugarcane, measured in Kgs/Hectare, is an estimate based on randomized sampling of survey areas and controlled crop cutting experiments. ", "sourceOrganization": "http://eands.dacnet.nic.in/Publication12-12-2012/Agriculture_at_a_Glance%202012/Pages85-136.pdf", "topics": []}
{"id": "IN.EC.GSDP.PERCAP.NOM.INR", "name": "Nominal GSDP Per Capita (INR)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Nominal Gross state domestic product (GSDP) per capita, or gross regional product (GRP) per capita, is a measurement of the per capita economic output in nominal terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \nState Domestic Product (SDP) in common parlance known as \u201cState Income\u201d is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\nwithout duplication.\n", "sourceOrganization": "Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13", "topics": []}
{"id": "IN.EC.GSDP.PERCAP.NOM.USD", "name": "Nominal GSDP Per Capita (USD)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Nominal Gross state domestic product (GSDP) per capita, or gross regional product (GRP) per capita, is a measurement of the per capita economic output in nominal terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \nState Domestic Product (SDP) in common parlance known as \u201cState Income\u201d is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\nwithout duplication.\n", "sourceOrganization": "Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13", "topics": []}
{"id": "IN.EC.GSDP.PERCAP.REAL.INR", "name": "Real GSDP Per Capita (INR)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Real Gross state domestic product (GSDP), or gross regional product (GRP), is a measurement of the per capita economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \nState Domestic Product (SDP) in common parlance known as \u201cState Income\u201d is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\nwithout duplication.\n", "sourceOrganization": "Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13", "topics": []}
{"id": "IN.EC.GSDP.PERCAP.REAL.INR.GRWTHRAT", "name": "Real GSDP Per Capita (INR) Growth Rate", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Real Gross state domestic product (GSDP) [per capita, or gross regional product (GRP) per capita, is a measurement of the per capita growth rate of economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \nState Domestic Product (SDP) in common parlance known as \u201cState Income\u201d is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\nwithout duplication.\n", "sourceOrganization": "Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13", "topics": []}
{"id": "IN.EC.GSDP.PERCAP.REAL.USD", "name": "Real GSDP Per Capita (USD)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Real Gross state domestic product (GSDP) per capita, or gross regional product (GRP) per capita, is a measurement of the per capita economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \nState Domestic Product (SDP) in common parlance known as \u201cState Income\u201d is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\nwithout duplication.\n", "sourceOrganization": "Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13", "topics": []}
{"id": "IN.EC.GSDP.PERCAP.REAL.USD.GRWTHRAT", "name": "Real GSDP Per Capita (USD) Growth Rate", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Gross state domestic product (GSDP), or gross regional product (GRP), is a measurement of the per capita growth rate  of the economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \nState Domestic Product (SDP) in common parlance known as \u201cState Income\u201d is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\nwithout duplication.\n", "sourceOrganization": "Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13", "topics": []}
{"id": "IN.EC.POP.GRWTHRAT", "name": "Decadal Growth of Population (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Population growth rate over the 10 year period.  This is simple growth rate calculation between two population observations that are 10 year apart.", "sourceOrganization": "Source: Provisional Population Tables & Annexures, Census of India 2011", "topics": []}
{"id": "IN.EC.POP.GRWTHRAT.RURL", "name": "Decadal Growth of Population, Rural (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.EC.POP.GRWTHRAT.URBN", "name": "Decadal Growth of Population, Urban (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.EC.POP.RURL", "name": "Population, Rural (Thousands)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.EC.POP.RURL.PCT", "name": "Population, Rural (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.EC.POP.TOTL", "name": "Population (Thousands)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "Source:\nCompiled from the statistics released by : Tenth Five Year Plan 2002-07, Volume-III, Planning Commission, Gov't of India", "topics": []}
{"id": "IN.EC.POP.URBN.PCT", "name": "Population, Urban (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.EDU.ENROL.GEN", "name": "Enrolment by Caste-General (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Percent pupils in General category: not belonging to the Scheduled Caste (SC), Scheduled Tribe (ST) or Other Backward Class (OBC) category. Muslims and other minorities are included in the General Category.", "sourceOrganization": "Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf", "topics": []}
{"id": "IN.EDU.ENROL.MSLM", "name": "Enrolment by Caste-Muslim (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Percent of Secondary and Higher Secondary pupils in the General category and belonging to the Muslim community", "sourceOrganization": "Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf", "topics": []}
{"id": "IN.EDU.ENROL.OBC", "name": "Enrolment by Caste-OBC (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Percent pupils not in the General category and belonging to the Other Backward Class (OBC) category", "sourceOrganization": "Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf", "topics": []}
{"id": "IN.EDU.ENROL.SC", "name": "Enrolment by Caste-SC (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Percent pupils not in the General category and belonging to the Scheduled Caste (SC) category", "sourceOrganization": "Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf", "topics": []}
{"id": "IN.EDU.ENROL.ST", "name": "Enrolment by Caste-ST (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Percent pupils not in the General category and belonging to the Scheduled Tribe (ST) category", "sourceOrganization": "Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf", "topics": []}
{"id": "IN.EDU.GR.ENRL.RATIO", "name": "Gross Enrolment Ratio (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total enrolment in secondary and higher secondary education, regardless of age, expressed as a percentage of the eligible official secondary and higher secondary school-age population in a given school-year ", "sourceOrganization": "Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf", "topics": []}
{"id": "IN.EDU.NET.ENRL.RATIO", "name": "Net Enrolment Ratio (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Enrolment in secondary and higher secondary education of the official age for that group expressed as a percentage of the corresponding population in that age group", "sourceOrganization": "Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf", "topics": []}
{"id": "IN.EDU.PUPIL.TCHR", "name": "Pupil-Teacher Ratio", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Average number of Pupils per Teacher for all schools (Secondary and Higher Secondary schools).", "sourceOrganization": "Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf", "topics": []}
{"id": "IN.EDU.TCHR.NUM", "name": "Teachers (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total number of Teachers in secondary and higher secondary schools. Thes include regular and on-contract teachers.", "sourceOrganization": "Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf", "topics": []}
{"id": "IN.EDU.TCHRTRNG.NUM", "name": "Teacher Education Institutes (DIETs, CTEs, IASEs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Numbers of Teacher Education Institutes sponsored and funded by the Central Government for elementary and secondary schools-- District Institutes of Education and Trainin(DIETs), Colleges of Teacher Education (CTEs),  Institutes of Advanced Study in Education (IASEs) ", "sourceOrganization": "teacher Education, Department of School Education and Literacy, Min. of Human resource Development, Gov't of India.\nhttp://www.teindia.nic.in/Institutions.aspx", "topics": []}
{"id": "IN.ENRGY.ELEC.CAP", "name": "Total- Installed Capacity (MW)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total- Installed Capacity (MW). Includes hydro, diesel and wind, steam, gas and nuclear energy.", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.12.xls", "topics": []}
{"id": "IN.ENRGY.ELEC.GEN", "name": "Total-Electricity Generated Gross (GWh)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total-Electricity Generated Gross (GWh). Includes hydro, diesel and wind, steam, gas and nuclear energy.", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.12.xls", "topics": []}
{"id": "IN.ENRGY.ELEC.PERCAP.CONSMPN", "name": "Utilities/Non Utilities Per Capita Consumption (KWh)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Utilities/Non Utilities  Per Capita Consumption (in KWh).  Uses net electricity consumption after excluding  consumption by power station auxiliaries. Non-utilities are power stations for railways and similar entities.", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.12.xls", "topics": []}
{"id": "IN.ENRGY.ELEC.PERCAP.CONSMPN.NONUTLTS", "name": "Non Utilities Per Capita Consumption (KWh)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Non Utilities  Per Capita Consumption (in KWh)", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.12.xls", "topics": []}
{"id": "IN.ENRGY.ELEC.PERCAP.CONSMPN.TOTL", "name": "Total (Utilities & Non-Utilities) Per Capita Consumption (KWh)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total (Utilities & Non-Utilities) Per Capita Consumption (in KWh). Uses net electricity consumption after excluding  consumption by power station auxiliaries. Non-utilities are power stations for railways and similar entities.", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.12.xls", "topics": []}
{"id": "IN.ENRGY.GRID.RENEW.CAP", "name": "Grid interactive renewable power installed capacity (MW)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Grid interactive renewable power installed capacity (in MW). Includes power generated from small hydro, biomass and waste, wind and solar sources. Energy from these renewable sources is connected to the regional and state grids.", "sourceOrganization": "Source: Ministry of New and Renewable Energy, India\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-RURAL AND URBAN DEVELOPMENT/Table 35.12.xls\n", "topics": []}
{"id": "IN.ENRGY.TOWNS.ELECTRFIED.NUM", "name": "Number of Towns Electrified (Per 2001 Census)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Number of Towns Electrified (Per 2001 Census)", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\n", "topics": []}
{"id": "IN.ENRGY.TOWNS.ELECTRFIED.PERCENT", "name": "Number of Towns Electrified (Percentage)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Percentage of Towns in the State Electrified ", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\n", "topics": []}
{"id": "IN.ENRGY.TOWNS.TOTL", "name": "Number of Towns Total (Per 2001 Census)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Number of Towns Total (Per 2001 Census)", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\n", "topics": [{}]}
{"id": "IN.ENRGY.VILLAG.ELECTRFIED", "name": "Number of Villages Electrified", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Number of Villages Electrified", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\n", "topics": []}
{"id": "IN.ENRGY.VILLAG.ELECTRFIED.PERCENT", "name": "Number of Villages Electrified (Percentage)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Percentage of Villages Electrified in the State ", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\n", "topics": []}
{"id": "IN.ENRGY.VILLAG.TOTL", "name": "Number of Villages Total (Per 2001 Census)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Number of Villages Total (Per 2001 Census)", "sourceOrganization": "Source: Central Electricity Authority, Ministry of Power, India.\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\n", "topics": []}
{"id": "IN.ENV.CO2.CONC", "name": "CO2 Emission (in thousand metric tons of Carbon)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.CO2.PERCAP.CONC", "name": "Per Capita Emission ( metric tons of Carbon)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.AGRILAND.AREA", "name": "Agricultural land (SQ KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.AGRILAND.PCT", "name": "Ratio: Agricultural land to total coastal area of state (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.BUILT.AREA", "name": "Built-up land (SQ KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.BUILT.PCT", "name": "Ratio: Built-up land to total coastal area of state (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.FOREST.AREA", "name": "Forest (Non- tidal)/ Plantation (SQ KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.FOREST.PCT", "name": "Ratio: Forest (Non- tidal)/ Plantation to total coastal area of state (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.OTHFEATURES.AREA", "name": "Other features (SQ KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.OTHFEATURES.PCT", "name": "Ratio: Other features to total coastal area of state (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.SHORELAND.AREA", "name": "Shore land (SQ KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.SHORELAND.PCT", "name": "Ratio: Shore land to total coastal area of state (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.WASTELAND.AREA", "name": "Barren wasteland (SQ KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.WASTELAND.PCT", "name": "Ratio: Barren/ wasteland to total coastal area of state (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.WATERBODIES.AREA", "name": "Water bodies (SQ KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.WATERBODIES.PCT", "name": "Ratio: Water bodies to total coastal area of state (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.WETLAND.AREA", "name": "Wetlands (SQ KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.COASTALZONE.WETLAND.PCT", "name": "Ratio: Wetland to total coastal area of state (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.CROPINTENSIT.PCT", "name": "Cropping Intensity (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.FOREST.AREA", "name": "Forest Cover  ('000 hectares)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.FOREST.PCT", "name": "Forest Cover (Percent of Geographical Area)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.GEO.AREA", "name": "Geographical Area ('000 hectares)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.GROSS.IRRIG.AREA", "name": "Gross Irrigated Area ('000 hectares)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.IRRIGTOCROPPED.PCT", "name": "Ratio: Gross Irrigated to Total Cropped Area (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.NET.IRRIG.AREA", "name": "Net Irrigated Area ('000 hectares)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.NO2.CONC", "name": "AIr Quality: Nitrogen Oxide (Micrograms/Cubic Meter)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.NOCULTIVATION.AREA", "name": "Area not available for cultivation ('000 hectares)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.OTHR.UNCULTIVABL.AREA", "name": "Other uncultivated (excl. fallow land) ('000 hectares)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.PM.CONC", "name": "AIr Quality: Particulate Matter (Micrograms/Cubic Meter)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.ENV.SO2.CONC", "name": "AIr Quality: Sulfur Dioxide (Micrograms/Cubic Meter)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.FIN.COMMBANK.NUM", "name": "Commercial Bank Offices (Total)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Number of commercial banks", "sourceOrganization": "http://www.rbi.org.in/scripts/PublicationsView.aspx?id=12662", "topics": []}
{"id": "IN.FIN.FININCL.INDX", "name": "Financial Inclusion Index (CRISIL Method)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "CRISIL Inclusix is a relative index that incorporates various forms of basic financial services into one single metric. CRISIL Inclusix is India\u2019s first comprehensive measure of financial inclusion in the form of an index. It is a relative index that has a scale of 0 to 100, and combines three very critical parameters of basic banking services \u2014 branch penetration (BP), deposit penetration (DP), and credit penetration (CP) \u2014 together into one single metric. For each of these parameters, CRISIL evaluates financial inclusion at the national/ regional/ state/ district level vis-\u00e0-vis a defined ideal. A CRISIL Inclusix score of 100 indicates the ideal state for each of the national/ regional/ state/ district level vis-\u00e0-vis a defined ideal. A CRISIL Inclusix score of 100 indicates the ideal state for each of the three parameters.", "sourceOrganization": "http://www.crisil.com/about-crisil/crisil-inclusix.html\n", "topics": []}
{"id": "IN.FIN.HH.BNKG.SRVC.RURL", "name": "Total number of households availing banking services - Rural", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total number of households availing banking services - Rural (Source: Census 2011)", "sourceOrganization": "http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets", "topics": []}
{"id": "IN.FIN.HH.BNKG.SRVC.TOTL", "name": "Total number of households availing banking services", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total number of households availing banking services ( Source: Census 2011)", "sourceOrganization": "http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets", "topics": []}
{"id": "IN.FIN.HH.BNKG.SRVC.URBN", "name": "Total number of households availing banking services - Urban", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total number of households availing banking services - Urban ( Source: Census 2011)", "sourceOrganization": "http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets", "topics": []}
{"id": "IN.FIN.HH.RURL", "name": "Total number of households -Rural", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total number of households -Rural (Source: Census 2011)", "sourceOrganization": "http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets", "topics": []}
{"id": "IN.FIN.HH.TOTL", "name": "Total number of households", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total number of households (Source: Census 2011)", "sourceOrganization": "http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets", "topics": []}
{"id": "IN.FIN.HH.URBN", "name": "Total number of households - Urban", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total number of households - Urban (Source: Census 2011)", "sourceOrganization": "http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets", "topics": []}
{"id": "IN.FIN.POP.PERBANK", "name": "Average Population Per Bank Office (In Thousands)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Average Population Per Bank Office (In Thousands)", "sourceOrganization": "http://www.rbi.org.in/scripts/PublicationsView.aspx?id=12662", "topics": []}
{"id": "IN.HLTH.AUXNURSE.NUM", "name": "Auxiliary nursing midwives", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Auxiliary Nurse Midwives have some training in secondary school. A period of on-thejob training may be included, and sometimes formalised in apprenticeships. Like an auxiliary nurse, an auxiliary nurse midwife has basic nursing skills and no training in nursing decisionmaking. Auxiliary nurse midwives assist in the provision of maternal and newborn health care, particularly during childbirth but also in the prenatal and postpartum periods. They possess some of the competencies in midwifery but are not fully qualified as midwives. (Source WHO cadres in maternal and newborn health)", "sourceOrganization": "Indian Nursing Council, Pharmacy Council of India.\nDirectorate General of Health Services(C.B.H.I.)\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.9.xlsx", "topics": []}
{"id": "IN.HLTH.CHC.NUM", "name": "Number of Community Health Centers (CHCs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Structure for the Rural health Infastucture consists of 4 levels -- District Hospitals (DH), Community Health Centers (CHC), Primary Health Centers (PHC), and Sub-Centers (SC). The number of CHCs efer to public hospitals.  The number of CHCs  refer to CHCs under the National Rural Health Mission (NRHM) and the National Urban Health Mission (NUHM) (see original source)", "sourceOrganization": "Ministry of Health and Family Welfare, India.\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.6.xlsx", "topics": []}
{"id": "IN.HLTH.DISTHOSPTL.NUM", "name": "Number of District Hospitals", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Structure for the Rural health Infastucture consists of 4 levels -- District Hospitals (DH), Community Health Centers (CHC), Primary Health Centers (PHC), and Sub-Centers (SC). The number of hospitals refer to public facilities under the National Rural Health Mission (NRHM) and the National Urban Health Mission (NUHM) (see original source)", "sourceOrganization": "Ministry of Health and Family Welfare, India.\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.6.xlsx", "topics": []}
{"id": "IN.HLTH.DOCS.PER100K", "name": "Number of Government Allopathic Doctors Per 100,000 Population", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Health infrastructure indicator  -- Number of Allopathic Doctors in Government Hospitals per 100,000 population", "sourceOrganization": "Ministry of Health and Family Welfare, India.\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.1.xlsx", "topics": []}
{"id": "IN.HLTH.GOVHOSPTL.BEDS.NUM", "name": "Government Hospitals Number of beds", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Health infrastructure indicator  -- Number of beds in Government Hospitals", "sourceOrganization": "Ministry of Health and Family Welfare, India.\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.1.xlsx", "topics": []}
{"id": "IN.HLTH.GOVHOSPTL.BEDS.PER100K", "name": "Government Hospitals Number of beds Per 100,000 Population", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Health infrastructure indicator  -- Number of beds in Government Hospitals (public) per 100,000 population", "sourceOrganization": "Ministry of Health and Family Welfare, India.\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.1.xlsx", "topics": []}
{"id": "IN.HLTH.GOVHOSPTL.NUM", "name": "Government Hospitals (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Health infrastructure indicator  -- Number of Government Hospitals ", "sourceOrganization": "Ministry of Health and Family Welfare, India.\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.1.xlsx", "topics": []}
{"id": "IN.HLTH.GOVHOSPTL.PER100K", "name": "Government Hospitals (Number) Per 100,000 Population", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Health infrastructure indicator  - Number of government hospitals (public) per 100,000 population", "sourceOrganization": "Ministry of Health and Family Welfare, India.\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.1.xlsx", "topics": []}
{"id": "IN.HLTH.HIVDEATH.EST", "name": "HIV/AIDS Related Death Estimates", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "State/UT-wise HIV/AIDS Related Death Estimates with Uncertainty Bounds", "sourceOrganization": "Source: DATA.GOV.IN under Ministry of Health and Family Welfare, Department of AIDS Control, India\nhttp://data.gov.in/catalogs#sort_by=changed&sort_order=DESC&items_per_page=20&path=group_name/hiv-estimates-14175/ministry_department/ministry-health-and-fa", "topics": []}
{"id": "IN.HLTH.HIVINFECTION.EST", "name": "HIV Infection Estimates", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "State/UT-wise Annual New HIV Infection among Adults (15+ Years) With Uncertainty Bounds", "sourceOrganization": "Source: DATA.GOV.IN under Ministry of Health and Family Welfare, Department of AIDS Control, India\nhttp://data.gov.in/catalogs#sort_by=changed&sort_order=DESC&items_per_page=20&path=group_name/hiv-estimates-14175/ministry_department/ministry-health-and-fa", "topics": []}
{"id": "IN.HLTH.HLTHSTAFF.NUM", "name": "Health visitors & Health supervisors", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Typically in a State in India, health visitors and supervisors include a number of job titles such as Female Health Supervisor, Block Health Visitor, District Public Health Officer, State Public Health Nursing Supervisor, Directors, Additional Directors, Deputy Directors and other officials in the State's Public Health System. \nSource: http://www.iimahd.ernet.in/publications/data/2010-02-04Sharma.pdf", "sourceOrganization": "Indian Nursing Council, Pharmacy Council of India.\nDirectorate General of Health Services(C.B.H.I.)\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.9.xlsx", "topics": []}
{"id": "IN.HLTH.MALARIA.CASES", "name": "Malaria - Cases", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Reported cases of Malaria infection", "sourceOrganization": " Source: Central Bureau of  Health Intelligence,  Ministry of Health & Family Welfare, India \nTABLE 30.15:  NUMBER OF CASES AND DEATHS DUE TO DISEASES\nhttp://mospi.nic.in/Mospi_New/upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/Table 30.15.xls", "topics": []}
{"id": "IN.HLTH.MALARIA.DEATH", "name": "Malaria - Deaths", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Reported cases of Death due to Malaria", "sourceOrganization": " Source: Central Bureau of  Health Intelligence,  Ministry of Health & Family Welfare, India \nTABLE 30.15:  NUMBER OF CASES AND DEATHS DUE TO DISEASES\nhttp://mospi.nic.in/Mospi_New/upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/Table 30.15.xls", "topics": []}
{"id": "IN.HLTH.SUBCTR.NUM", "name": "Number of Sub-Centers (SCs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Structure for the Rural health Infastucture consists of 4 levels -- District Hospitals (DH), Community Health Centers (CHC), Primary Health Centers (PHC), and Sub-Centers (SC). The number of Sub-Centers (SCs) refers to public facilities.  The number of Sub-Centers (SCs) refer to public facilities under the National Rural Health Mission (NRHM) and the National Urban Health Mission (NUHM) (see original source)", "sourceOrganization": "Ministry of Health and Family Welfare, India.\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.6.xlsx", "topics": []}
{"id": "IN.IS.RRS.ELEC.KM", "name": "Electrified Route Kilometres", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.FRGT.LEAD", "name": "Freight Traffic (revenue earning) - Lead (Average no. of KMs per tonne)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.FRGT.RATE", "name": "Average Freight Rate per Tonne-KM (in Paise, for all commodities)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.FRGT.RVENU.NET.TON.KM", "name": "Freight Traffic (revenue earning) -Net Tonne Kilometers (millions)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.FRGT.SPEED", "name": "Speed of Freight Trains (KMs/hour)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.FRGT.TONS.ORIG", "name": "Freight Traffic - Tonnes originating (Millions)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.LOCO.NO", "name": "Locomotives - Number in service", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.LOCO.TRACT.KG3", "name": "Locomotives -Total tractive effort ('000  Kgs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.PASG.KM.NONSUB", "name": "Passenger-Kilometers Traffic (Non-Suburban), in millions", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.PASG.KM.SUB", "name": "Passenger-Kilometers Traffic (Suburban), in millions", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.PASG.KM.TOTL", "name": "Total Passenger-Kilometers Traffic, in millions", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.RUN.KM", "name": "Running Track Kilometres", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.TOTL.KM", "name": "Total Route Kilometers", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.TRKDENSITY.NTKM", "name": "Net tonnes Kms. per Route Km. per Annum (' 000s)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.TRKDENSITY.TRAIN", "name": "Train Kms. per Running Track Km. per Day", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.WAGN.LEAD", "name": "Wagon Usage: Avergae Wagon Lead during run (in Tonnes)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.WAGN.NTKM.PER.WAGNDAY", "name": "Wagon Usage: Net Tonne-KMs/Weagon Day", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.WAGN.USAGE", "name": "Wagon Usage (KMs/Wagon Day)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRS.WAGON.NO", "name": "Number of wagons in service (All Gauges)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.IS.RRSTRKDENSITY.PASG", "name": "Passenger Kms. per Route Km. per Annum 000s", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.LABR.LABR.MYS", "name": "Labor Force ages 15+ Rural & Urban: Mean Years of Schooling", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \"working-age persons\" is defined as people between the ages of 16-59. \nThe estimates of LFPR in different approaches provide information on the following aspects:\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\n", "sourceOrganization": "Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\nDatabook for DCH; 18th December 2013", "topics": []}
{"id": "IN.LABR.LFPR.TOTL", "name": "LFPR per 1000 for ages 15+ Rural & Urban: Level All Levels", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \"working-age persons\" is defined as people between the ages of 16-59. \nThe estimates of LFPR in different approaches provide information on the following aspects:\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\n", "sourceOrganization": "Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\nDatabook for DCH; 18th December 2013", "topics": []}
{"id": "IN.LABR.LFPR.TOTL.DIPL", "name": "LFPR per 1000 for ages 15+ Rural & Urban: Level Diploma/Cert", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \"working-age persons\" is defined as people between the ages of 16-59. \nThe estimates of LFPR in different approaches provide information on the following aspects:\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\n", "sourceOrganization": "Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\nDatabook for DCH; 18th December 2013", "topics": []}
{"id": "IN.LABR.LFPR.TOTL.HSCNDRY", "name": "LFPR per 1000 for ages 15+ Rural & Urban: Level Hr. Secondary", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \"working-age persons\" is defined as people between the ages of 16-59. \nThe estimates of LFPR in different approaches provide information on the following aspects:\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\n", "sourceOrganization": "Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\nDatabook for DCH; 18th December 2013", "topics": []}
{"id": "IN.LABR.LFPR.TOTL.MIDDL", "name": "LFPR per 1000 for ages 15+ Rural & Urban: Level Middle", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \"working-age persons\" is defined as people between the ages of 16-59. \nThe estimates of LFPR in different approaches provide information on the following aspects:\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\n", "sourceOrganization": "Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\nDatabook for DCH; 18th December 2013", "topics": []}
{"id": "IN.LABR.LFPR.TOTL.NOTLITRT", "name": "LFPR per 1000 for ages 15+ Rural & Urban: Level Not Literate", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \"working-age persons\" is defined as people between the ages of 16-59. \nThe estimates of LFPR in different approaches provide information on the following aspects:\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\n", "sourceOrganization": "Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\nDatabook for DCH; 18th December 2013", "topics": []}
{"id": "IN.LABR.LFPR.TOTL.PG", "name": "LFPR per 1000 for ages 15+ Rural & Urban: Level Degree + Post Graduate", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \"working-age persons\" is defined as people between the ages of 16-59. \nThe estimates of LFPR in different approaches provide information on the following aspects:\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\n", "sourceOrganization": "Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\nDatabook for DCH; 18th December 2013", "topics": []}
{"id": "IN.LABR.LFPR.TOTL.PRIMRY", "name": "LFPR per 1000 for ages 15+ Rural & Urban: Level Literacy upto Primary", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \"working-age persons\" is defined as people between the ages of 16-59. \nThe estimates of LFPR in different approaches provide information on the following aspects:\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\n", "sourceOrganization": "Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\nDatabook for DCH; 18th December 2013", "topics": []}
{"id": "IN.LABR.LFPR.TOTL.SCNDRY", "name": "LFPR per 1000 for ages 15+ Rural & Urban: Level Secondary", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \"working-age persons\" is defined as people between the ages of 16-59. \nThe estimates of LFPR in different approaches provide information on the following aspects:\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\n", "sourceOrganization": "Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\nDatabook for DCH; 18th December 2013", "topics": []}
{"id": "IN.POV.ASSETS.LANDMOBILE.PCT", "name": "Households with telephones (Landline & Mobile, %)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HCR.EST.RURL", "name": "Poverty HCR Estimates (%) - Rural", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Poverty Head Count Ratio is the percentage of the rural population living below the poverty line estimated based on population-weighted subgroup estimates (rural and urban) from household surveys.", "sourceOrganization": "Sources:\n1.  1993-94 and 2004-05 Estimates: Press Note on Poverty Estimates, Planning Commission, Govt. of India, Jan 2011\n2.  2009-10 Estimates: Press Note on Poverty Estimates, 2009-10, Planning Commission, Govt. of India March 2012\n3.  2011-12 Estimate", "topics": []}
{"id": "IN.POV.HCR.EST.TOTL", "name": "Poverty HCR Estimates (%) - Total", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Poverty Head Count Ratio is the percentage of the total population living below the poverty line estimated based on population-weighted subgroup estimates (rural and urban) from household surveys.", "sourceOrganization": "Sources:\n1.  1993-94 and 2004-05 Estimates: Press Note on Poverty Estimates, Planning Commission, Govt. of India, Jan 2011\n2.  2009-10 Estimates: Press Note on Poverty Estimates, 2009-10, Planning Commission, Govt. of India March 2012\n3.  2011-12 Estimate", "topics": []}
{"id": "IN.POV.HCR.EST.URBN", "name": "Poverty HCR Estimates (%) - Urban", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Poverty Head Count Ratio is the percentage of the urban population living below the poverty line estimated based on population-weighted subgroup estimates (rural and urban) from household surveys.", "sourceOrganization": "Sources:\n1.  1993-94 and 2004-05 Estimates: Press Note on Poverty Estimates, Planning Commission, Govt. of India, Jan 2011\n2.  2009-10 Estimates: Press Note on Poverty Estimates, 2009-10, Planning Commission, Govt. of India March 2012\n3.  2011-12 Estimate", "topics": []}
{"id": "IN.POV.HH.ASSETS.COMP.INTERNET.PCT", "name": "Households having computer laptops (w/Internet, %)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HH.ASSETS.COMP.NOINTERNET.PCT", "name": "Households having computer laptops (w/o Internet, %)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HH.ASSETS.COMPUTERS.PCT", "name": "Households having computer laptops (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HH.ASSETS.LANDLINEPHONE.PCT", "name": "Households with telephones (Landline, %)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HH.ASSETS.MOBILEPHONE.PCT", "name": "Households with telephones (Mobile, %)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HH.ASSETS.NUM", "name": "Households with assets (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HH.ASSETS.PHONE.PCT", "name": "Households with telephones (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HH.DRKNGWATER", "name": "Total households with drinking water facility", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Total households (HH) w/ drinking water facility  (Excl. institutional HH)", "sourceOrganization": "Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government of India", "topics": []}
{"id": "IN.POV.HH.DRKNGWATER.AWAY", "name": "Availability of drinking water from a source away", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Distribution of households by availability of drinking water sources - away from premises", "sourceOrganization": "Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government of India", "topics": []}
{"id": "IN.POV.HH.DRKNGWATER.NEAR", "name": "Availability of drinking water source near the premises", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Distribution of households by availability of drinking water sources - near the premises", "sourceOrganization": "Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government of India", "topics": []}
{"id": "IN.POV.HH.DRKNGWATER.WITHIN", "name": "Availability of drinking water source within the premises", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Distribution of households by availability of drinking water sources - within the premises", "sourceOrganization": "Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government of India", "topics": [{}]}
{"id": "IN.POV.HH.DRNKNGWATER.RURL.PCT", "name": "Households Access to Safe Drinking Water - Rural (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HH.DRNKNGWATER.TOTL.PCT", "name": "Households Access to Safe Drinking Water - Total (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HH.DRNKNGWATER.URBN.PCT", "name": "Households Access to Safe Drinking Water - Urban (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HH.SLUMS.NUM", "name": "Households in Slums (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.HOUSNG.URBN.NUM", "name": "Urban housing - approved (number, cumulative total)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.INF.MORTRATE", "name": "Infant Mortality Rate (per 1,000)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Infant Mortality Rate (IMR) per 1000: Infant mortality rate (IMR) is the number of deaths of children less than one year of age per 1000 live births. The rate for a given region is the number of children dying under one year of age, divided by the number of live births during the year, multiplied by 1,000.", "sourceOrganization": "Source: SRS Bulletin, Registrar General, India, January 2011", "topics": []}
{"id": "IN.POV.INF.MORTRATE.UNDR5", "name": "Under 5 Mortality Rate (Per 1,000)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Under 5 Mortality Rate per 1000 is the  number of deaths of children less than five years of age per 1000 live births. The rate for a given region is the number of children dying under five years of age, divided by the number of live births during that period, multiplied by 1,000.", "sourceOrganization": "Source: SRS Bulletin, Registrar General, India, January 2011", "topics": []}
{"id": "IN.POV.LIT.RAT.FEMALE", "name": "Literacy Rate Female (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Percentage of female population age 7 and above who can read and write. For the purposes of census a person aged seven and above, who can both read and write with understanding in any language, is treated as literate. A person, who can only read but cannot write, is not literate. ", "sourceOrganization": "Source: Census, Registrar General of India, Ministry of Home Affairs, India", "topics": []}
{"id": "IN.POV.LIT.RAT.MALE", "name": "Literacy Rate Male (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Percentage of male population age 7 and above who can read and write. For the purposes of census a person aged seven and above, who can both read and write with understanding in any language, is treated as literate. A person, who can only read but cannot write, is not literate. ", "sourceOrganization": "Source: Census, Registrar General of India, Ministry of Home Affairs, India", "topics": []}
{"id": "IN.POV.LIT.RAT.RURL", "name": "Literacy rate, Rural (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.LIT.RAT.SLUMS.FEMALE.PCT", "name": "Literacy Rate in Slums-Female (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.LIT.RAT.SLUMS.MALE.PCT", "name": "Literacy Rate in Slums - Male (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.LIT.RAT.SLUMS.TOTL.PCT", "name": "Literacy Rate in Slums  - Total (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.LIT.RAT.TOTL", "name": "Literacy Rate (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Percentage of population age 7 and above who can read and write. For the purposes of census a person aged seven and above, who can both read and write with understanding in any language, is treated as literate. A person, who can only read but cannot write, is not literate. ", "sourceOrganization": "Source: Census, Registrar General of India, Ministry of Home Affairs, India", "topics": []}
{"id": "IN.POV.LIT.RAT.URBN", "name": "Literacy rate, Urban (%)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.LTRIN.POV.AWAY", "name": "Latrine not available within premises", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Distribution of households by type of latrine facility -  not available within premises ", "sourceOrganization": "Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, GOI", "topics": []}
{"id": "IN.POV.LTRIN.POV.WITHIN", "name": "Latrine facility available within premises", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Distribution of households by type of latrine facility -  available within premises", "sourceOrganization": "Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, GOI", "topics": []}
{"id": "IN.POV.MIGRNTS.5TO9YEARS.NUM", "name": "Migrants, Total: 5 to 9 years  residence (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.FEMALE.1TO4YEARS.NUM", "name": "Migrants, Female 1 to 4 years  residence (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.FEMALE.5TO9YEARS.NUM", "name": "Migrants, Female: 5 to 9 years  residence (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.FEMALE.NUM", "name": "Migrants - Female (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.FEMALE.UNDER1YEAR.NUM", "name": "Migrants, Female: less than 1 Year  residence (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.MALE.1TO4YEARS.NUM", "name": "Migrants, Male: 1 to 4 years  residence (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.MALE.5TO9YEARS.NUM", "name": "Migrants, Male: 5 to 9 years  residence (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.MALE.NUM", "name": "Migrants - Male (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.MALE.UNDER1YEAR.NUM", "name": "Migrants, Male: less than 1 Year  residence (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.TOTL.1TO4YEARS.NUM", "name": "Migrants, Total: 1 to 4 years  residence (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.TOTL.NUM", "name": "Migrants, Total (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.MIGRNTS.TOTL.UNDER1YEAR.NUM", "name": "Migrants, Total: less than 1 Year  residence (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.SLUM.POP.FEMALE.NUM", "name": "Total Slum Population - Female (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.SLUM.POP.MALE.NUM", "name": "Total Slum Population - Male (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.SLUM.POP.TOTL.NUM", "name": "Total Slum Population (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.WORKERS.SLUMS.FEMALE.NUM", "name": "Total Workers in Slums - Female (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.WORKERS.SLUMS.MALE.NUM", "name": "Total Workers in Slums - Male (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.POV.WORKERS.SLUMS.TOTL.NUM", "name": "Total Workers in Slums (Number)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.TRANSPORT.NATLHWY.BELOWSTD", "name": "National Highways (surfaced length) - Below standard single lane (KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "National Highways: Arterial roads of the country for inter-state and strategic defense movements. \nSurfaced Road: : A road with a hard smooth surface of bitumen or tar.", "sourceOrganization": " Source: Transport Research Wing, Ministry of Road Transport and Highways\nTable21.5-LENGTH OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-21-ROADS/Table 21.5.xls", "topics": []}
{"id": "IN.TRANSPORT.NATLHWY.DBLLANE", "name": "National Highways (surfaced length) - Standard double lane (KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "National Highways: Arterial roads of the country for inter-state and strategic defense movements. \nSurfaced Road: : A road with a hard smooth surface of bitumen or tar.", "sourceOrganization": " Source: Transport Research Wing, Ministry of Road Transport and Highways\nTable21.5-LENGTH OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-21-ROADS/Table 21.5.xls", "topics": []}
{"id": "IN.TRANSPORT.NATLHWY.MULTLANE", "name": "National Highways (surfaced length) - Standard multi lane (KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "National Highways: Arterial roads of the country for inter-state and strategic defense movements. \nSurfaced Road: : A road with a hard smooth surface of bitumen or tar.", "sourceOrganization": " Source: Transport Research Wing, Ministry of Road Transport and Highways\nTable21.5-LENGTH OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-21-ROADS/Table 21.5.xls", "topics": []}
{"id": "IN.TRANSPORT.NATLHWY.ONELANESTD", "name": "National Highways (surfaced length) - Standard single lane (KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "National Highways: Arterial roads of the country for inter-state and strategic defense movements. \nSurfaced Road: : A road with a hard smooth surface of bitumen or tar.", "sourceOrganization": " Source: Transport Research Wing, Ministry of Road Transport and Highways\nTable21.5-LENGTH OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-21-ROADS/Table 21.5.xls", "topics": []}
{"id": "IN.TRANSPORT.NATLHWY.TOTL", "name": "National Highways (surfaced length) - Total (KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "National Highways: Arterial roads of the country for inter-state and strategic defense movements. \nSurfaced Road: : A road with a hard smooth surface of bitumen or tar.", "sourceOrganization": " Source: Transport Research Wing, Ministry of Road Transport and Highways\nTable21.5-LENGTH OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-21-ROADS/Table 21.5.xls", "topics": []}
{"id": "IN.TRANSPORT.RD.URBN", "name": "Urban Roads (KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Length of Urban Roads (in KMs)", "sourceOrganization": "Source: Transport and Research Wing, Ministry of Road Transport and Highways, India\nRoad Transport : Table 1B.3 : Statewise Rural Road Density Per 1000 Population\nhttp://mospi.nic.in/Mospi_New/upload/Infra_stat_2010/1.ch_road.pdf", "topics": []}
{"id": "IN.TRANSPORT.RD.URBN.BTCC.SURFACE", "name": "Urban Roads,  B.T/C.C surface (KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.TRANSPORT.RD.URBN.SURFACED", "name": "Urban Roads Surfaced (KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Length of Surfaced Urban Roads (in KMs)", "sourceOrganization": "Source: Transport and Research Wing, Ministry of Road Transport and Highways, India\nRoad Transport : Table 1B.5 : Statewise Rural Road Density Per 1000 Population\nhttp://mospi.nic.in/Mospi_New/upload/Infra_stat_2010/1.ch_road.pdf", "topics": []}
{"id": "IN.TRANSPORT.RD.URBN.WBM.SURFACE", "name": "Urban Roads, W.B.M. surface (KMs)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IN.TRANSPORT.RDCRASH.INJURD.NUM", "name": "Number of seriously injured in road traffic crashes", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Number of seriously injured in road traffic crashes", "sourceOrganization": "Source: Ministry of Road Transport and Highways (2011)", "topics": []}
{"id": "IN.TRANSPORT.RDCRASH.NUM", "name": "Number of road crashes", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Number of road crashes", "sourceOrganization": "Source: Ministry of Road Transport and Highways (2011)", "topics": []}
{"id": "IN.TRANSPORT.RURLRD.DENSIT", "name": "Rural Road Density (KMs/1000 Population)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Rural roads density is measured in KMs of rural roads in the area (State, District) divided by population in thousands in that area (State, District)\nRural roads are roads within a district for which the specifications are lower than for district roads. ", "sourceOrganization": "Source: Transport and Research Wing, Ministry of Road Transport and Highways, India\nRoad Transport : Table 1A.10 : Statewise Rural Road Density Per 1000 Population\nhttp://mospi.nic.in/Mospi_New/upload/Infra_stat_2010/1.ch_road.pdf", "topics": []}
{"id": "IN.TRANSPORT.TRAFDEATH.NUM", "name": "Number of road traffic deaths", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Number of road traffic deaths", "sourceOrganization": "Source: Ministry of Road Transport and Highways (2011)", "topics": []}
{"id": "IN.TRANSPORT.URBNRD.DENSIT", "name": "Urban Road Density (KMs Per 1000 Population)", "unit": "", "source": {"id": "41", "value": "Country Partnership Strategy for India (FY2013 - 17)"}, "sourceNote": "Urban roads density is measured in KMs of Urban roads in the area (State, District) divided by population in thousands in that area (State, District)\nUrban roads are roads within a limits of a Municipality, Military Cantonment, Port o a Railway Authority.", "sourceOrganization": "Source: Transport and Research Wing, Ministry of Road Transport and Highways, India\nRoad Transport : Table 1A.8 : Statewise Rural Road Density Per 1000 Population\nhttp://mospi.nic.in/Mospi_New/upload/Infra_stat_2010/1.ch_road.pdf", "topics": []}
{"id": "Internet", "name": "Has access to the Internet (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report having access to the Internet.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "IP.IDS.NRCT", "name": "Industrial design applications, nonresident, by count", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Industrial design applications are applications to register an industrial design with a national or regional Intellectual Property (IP) offices and designations received by relevant offices through the Hague System. Industrial designs are applied to a wide variety of industrial products and handicrafts. They refer to the ornamental or aesthetic aspects of a useful article, including compositions of lines or colors or any three-dimensional forms that give a special appearance to a product or handicraft. The holder of a registered industrial design has exclusive rights against unauthorized copying or imitation of the design by third parties. Industrial design registrations are valid for a limited period. The term of protection is usually 15 years for most jurisdictions. However, differences in legislation do exist, notably in China (which provides for a 10-year term from the application date). Non-resident application refers to an application filed with the IP office of or acting on behalf of a state or jurisdiction in which the first-named applicant in the application is not domiciled. Design count is used to render application data for industrial applications across offices comparable, as some offices follow a single-class/single-design filing system while other have a multiple class/design filing system.", "sourceOrganization": "World Intellectual Property Organization (WIPO), Statistics Database at www.wipo.int/ipstats/. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IP.IDS.RSCT", "name": "Industrial design applications, resident, by count", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Industrial design applications are applications to register an industrial design with a national or regional Intellectual Property (IP) offices and designations received by relevant offices through the Hague System. Industrial designs are applied to a wide variety of industrial products and handicrafts. They refer to the ornamental or aesthetic aspects of a useful article, including compositions of lines or colors or any three-dimensional forms that give a special appearance to a product or handicraft. The holder of a registered industrial design has exclusive rights against unauthorized copying or imitation of the design by third parties. Industrial design registrations are valid for a limited period. The term of protection is usually 15 years for most jurisdictions. However, differences in legislation do exist, notably in China (which provides for a 10-year term from the application date). Resident application refers to an application filed with the IP office of or acting on behalf of the state or jurisdiction in which the first-named applicant in the application has residence. Design count is used to render application data for industrial applications across offices comparable, as some offices follow a single-class/single-design filing system while other have a multiple class/design filing system.", "sourceOrganization": "World Intellectual Property Organization (WIPO), Statistics Database at www.wipo.int/ipstats/. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IP.JRN.ARTC.SC", "name": "Scientific and technical journal articles", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Scientific and technical journal articles refer to the number of scientific and engineering articles published in the following fields: physics, biology, chemistry, mathematics, clinical medicine, biomedical research, engineering and technology, and earth and space sciences.", "sourceOrganization": "National Science Foundation, Science and Engineering Indicators.", "topics": [{"id": "14", "value": "Science & Technology "}]}
{"id": "IP.PAT.NRES", "name": "Patent applications, nonresidents", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Patent applications are worldwide patent applications filed through the Patent Cooperation Treaty procedure or with a national patent office for exclusive rights for an invention--a product or process that provides a new way of doing something or offers a new technical solution to a problem. A patent provides protection for the invention to the owner of the patent for a limited period, generally 20 years.", "sourceOrganization": "World Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.", "topics": [{"id": "14", "value": "Science & Technology "}]}
{"id": "IP.PAT.RESD", "name": "Patent applications, residents", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Patent applications are worldwide patent applications filed through the Patent Cooperation Treaty procedure or with a national patent office for exclusive rights for an invention--a product or process that provides a new way of doing something or offers a new technical solution to a problem. A patent provides protection for the invention to the owner of the patent for a limited period, generally 20 years.", "sourceOrganization": "World Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.", "topics": [{"id": "14", "value": "Science & Technology "}]}
{"id": "IP.TMK.AGGD", "name": "Trademark applications, aggregate direct", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Aggregate direct trademark applications are those filed by applicants without regard to the residency of the applicant. This figure is used when the national office does not provide a breakdown by direct resident and direct nonresident applications.", "sourceOrganization": "World Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.", "topics": []}
{"id": "IP.TMK.MDRD", "name": "Trademark applications, Madrid", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Madrid trademark applications are those received by the national or regional IP office as a result of an international application filed via the WIPO-administered Madrid System.", "sourceOrganization": "World Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.", "topics": []}
{"id": "IP.TMK.NRCT", "name": "Trademark applications, nonresident, by count", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) offices and designations received by relevant offices through the Madrid System. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Non-resident application refers to an application filed with the IP office of or acting on behalf of a state or jurisdiction in which the first-named applicant in the application is not domiciled. Class count is used to render application data for trademark applications across offices comparable, as some offices follow a single-class/single-design filing system while other have a multiple class/design filing system.", "sourceOrganization": "World Intellectual Property Organization (WIPO), Statistics Database at www.wipo.int/ipstats/. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IP.TMK.NRES", "name": "Trademark applications, direct nonresident", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Direct nonresident trademark applications are those filed by applicants from abroad directly at a given national IP office.", "sourceOrganization": "World Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data. Data last retrieved January 2021.", "topics": [{"id": "14", "value": "Science & Technology "}]}
{"id": "IP.TMK.RESD", "name": "Trademark applications, direct resident", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Direct resident trademark applications are those filed by domestic applicants directly at a given national IP office.", "sourceOrganization": "World Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data. Data last retrieved January 2021.", "topics": [{"id": "14", "value": "Science & Technology "}]}
{"id": "IP.TMK.RSCT", "name": "Trademark applications, resident, by count", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) offices and designations received by relevant offices through the Madrid System. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Resident application refers to an application filed with the IP office of or acting on behalf of the state or jurisdiction in which the first-named applicant in the application has residence. Class count is used to render application data for trademark applications across offices comparable, as some offices follow a single-class/single-design filing system while other have a multiple class/design filing system.", "sourceOrganization": "World Intellectual Property Organization (WIPO), Statistics Database at www.wipo.int/ipstats/. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IP.TMK.TOTL", "name": "Trademark applications, total", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees.", "sourceOrganization": "World Intellectual Property Organization (WIPO), World Intellectual Property Indicators and www.wipo.int/econ_stat. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data. Data last retrieved January 2021.", "topics": [{"id": "14", "value": "Science & Technology "}]}
{"id": "IPTOTNSKD", "name": "Industrial Production, constant US$", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "An economic indicator that measures changes in output for the industrial sector of the economy. The industrial sector includes manufacturing, mining, and utilities. Data is in constant US$, and not seasonally adjusted. The base year is 2005.", "sourceOrganization": "World Bank staff calculations based on Datastream data.", "topics": []}
{"id": "IPTOTSAKD", "name": "Industrial Production, constant US$, seas. adj.", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "An economic indicator that measures changes in output for the industrial sector of the economy. The industrial sector includes manufacturing, mining, and utilities. Data is in constant US$, seasonally adjusted. The base year is 2005.", "sourceOrganization": "World Bank staff calculations based on Datastream data.", "topics": []}
{"id": "IQ.CPA.BREG.XQ", "name": "CPIA business regulatory environment rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Business regulatory environment assesses the extent to which the legal, regulatory, and policy environments help or hinder private businesses in investing, creating jobs, and becoming more productive.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.DEBT.XQ", "name": "CPIA debt policy rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Debt policy assesses whether the debt management strategy is conducive to minimizing budgetary risks and ensuring long-term debt sustainability.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.ECON.XQ", "name": "CPIA economic management cluster average (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The economic management cluster includes macroeconomic management, fiscal policy, and debt policy.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.ENVR.XQ", "name": "CPIA policy and institutions for environmental sustainability rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Policy and institutions for environmental sustainability assess the extent to which environmental policies foster the protection and sustainable use of natural resources and the management of pollution.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.FINQ.XQ", "name": "CPIA quality of budgetary and financial management rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Quality of budgetary and financial management assesses the extent to which there is a comprehensive and credible budget linked to policy priorities, effective financial management systems, and timely and accurate accounting and fiscal reporting, including timely and audited public accounts.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.FINS.XQ", "name": "CPIA financial sector rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Financial sector assesses the structure of the financial sector and the policies and regulations that affect it.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.FISP.XQ", "name": "CPIA fiscal policy rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fiscal policy assesses the short- and medium-term sustainability of fiscal policy (taking into account monetary and exchange rate policy and the sustainability of the public debt) and its impact on growth.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.GNDR.XQ", "name": "CPIA gender equality rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gender equality assesses the extent to which the country has installed institutions and programs to enforce laws and policies that promote equal access for men and women in education, health, the economy, and protection under law.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.HRES.XQ", "name": "CPIA building human resources rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Building human resources assesses the national policies and public and private sector service delivery that affect the access to and quality of health and education services, including prevention and treatment of HIV/AIDS, tuberculosis, and malaria.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.IRAI.XQ", "name": "IDA resource allocation index (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "IDA Resource Allocation Index is obtained by calculating the average score for each cluster and then by averaging those scores. For each of 16 criteria countries are rated on a scale of 1 (low) to 6 (high).", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.MACR.XQ", "name": "CPIA macroeconomic management rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Macroeconomic management assesses the monetary, exchange rate, and aggregate demand policy framework.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.PADM.XQ", "name": "CPIA quality of public administration rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Quality of public administration assesses the extent to which civilian central government staff is structured to design and implement government policy and deliver services effectively.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.PRES.XQ", "name": "CPIA equity of public resource use rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Equity of public resource use assesses the extent to which the pattern of public expenditures and revenue collection affects the poor and is consistent with national poverty reduction priorities.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.PROP.XQ", "name": "CPIA property rights and rule-based governance rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Property rights and rule-based governance assess the extent to which private economic activity is facilitated by an effective legal system and rule-based governance structure in which property and contract rights are reliably respected and enforced.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.PROT.XQ", "name": "CPIA social protection rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Social protection and labor assess government policies in social protection and labor market regulations that reduce the risk of becoming poor, assist those who are poor to better manage further risks, and ensure a minimal level of welfare to all people.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.PUBS.XQ", "name": "CPIA public sector management and institutions cluster average (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The public sector management and institutions cluster includes property rights and rule-based governance, quality of budgetary and financial management, efficiency of revenue mobilization, quality of public administration, and transparency, accountability, and corruption in the public sector.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.REVN.XQ", "name": "CPIA efficiency of revenue mobilization rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Efficiency of revenue mobilization assesses the overall pattern of revenue mobilization--not only the de facto tax structure, but also revenue from all sources as actually collected.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.SOCI.XQ", "name": "CPIA policies for social inclusion/equity cluster average (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The policies for social inclusion and equity cluster includes gender equality, equity of public resource use, building human resources, social protection and labor, and policies and institutions for environmental sustainability.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.STRC.XQ", "name": "CPIA structural policies cluster average (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The structural policies cluster includes trade, financial sector, and business regulatory environment.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.TRAD.XQ", "name": "CPIA trade rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trade assesses how the policy framework fosters trade in goods.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.CPA.TRAN.XQ", "name": "CPIA transparency, accountability, and corruption in the public sector rating (1=low to 6=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Transparency, accountability, and corruption in the public sector assess the extent to which the executive can be held accountable for its use of funds and for the results of its actions by the electorate and by the legislature and judiciary, and the extent to which public employees within the executive are required to account for administrative decisions, use of resources, and results obtained. The three main dimensions assessed here are the accountability of the executive to oversight institutions and of public employees for their performance, access of civil society to information on public affairs, and state capture by narrow vested interests.", "sourceOrganization": "World Bank Group, CPIA database (http://www.worldbank.org/ida).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.ICR.RISK.XQ", "name": "ICRG composite risk rating (0=highest risk to 100=lowest)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IQ.PPN.REGQ.S0", "name": "Assessment of country\u2019s adherence to the best regulatory practices at the preparation stage of PPP project (scale 1-100)", "unit": "", "source": {"id": "61", "value": "PPPs Regulatory Quality"}, "sourceNote": "This indicator provides an assessment of a country's adherence to the best regulatory practices (scored from 1 to 100 (best practice)) during the period and activities that inform the decision of whether to launch a PPP procurement process. It is determined by assessing whether the identification of a prospective PPP project happens within the broader context of public investments, consistent with other government priorities. It also examines the different types of assessments and the methodologies used to set the rules for these assessments. Furthermore, it considers other activities undertaken before publishing the public tender notice, such as preparing the draft contract and tender documents and obtaining land and permits, that lead to the procurement of the PPP project.", "sourceOrganization": "Procuring Infrastructure PPPs 2018 (http://bpp.worldbank.org/)", "topics": []}
{"id": "IQ.PPN.REGQ.S1", "name": "Assessment of country\u2019s adherence to the best regulatory practices at the procurement stage of PPP project (scale 1-100)", "unit": "", "source": {"id": "61", "value": "PPPs Regulatory Quality"}, "sourceNote": "This indicator provides an assessment of a country's adherence to the best regulatory practices (scored from 1 to 100 (best practice)) during the selection of a private partner who takes on the responsibility of developing the PPP project. It focuses on fairness, neutrality, and transparency of the process, as well as provisions assuring competition between the potential private partners.", "sourceOrganization": "Procuring Infrastructure PPPs 2018 (http://bpp.worldbank.org/)", "topics": []}
{"id": "IQ.PPN.REGQ.S2", "name": "Assessment of country\u2019s adherence to the best regulatory practices at the management stage of PPP project (scale 1-100)", "unit": "", "source": {"id": "61", "value": "PPPs Regulatory Quality"}, "sourceNote": "The indicator provides assessment of whether the contract management framework is in place to facilitate the implementation of PPP projects, as well as the existing monitoring and evaluation systems. It also examines the regulatory provisions regarding PPP contract modification and renegotiation, dispute resolution, lender step-in rights, and termination of contracts.", "sourceOrganization": "Procuring Infrastructure PPPs 2018 (http://bpp.worldbank.org/)", "topics": []}
{"id": "IQ.PPN.REGQ.S3", "name": "Assessment of country\u2019s adherence to the best regulatory practices, procurement of unsolicited proposals (scale 1-100)", "unit": "", "source": {"id": "61", "value": "PPPs Regulatory Quality"}, "sourceNote": "The indicator provides assessment of whether a specific process is in place to evaluate the feasibility of the unsolicited proposals (USPs). It evaluates USPs alignment with other government priorities; whether specific compensation mechanisms are in place for USPs; and whether a competitive process is required to select the private partner for the PPP project. Only the countries where USPs are allowed and take place have received scores. No scores have been given to those countries where the regulatory framework specifically prohibits the submission of USPs or where the USPs do not happen in practice.", "sourceOrganization": "Procuring Infrastructure PPPs 2018 (http://bpp.worldbank.org/)", "topics": []}
{"id": "IQ.SCI.MTHD", "name": "Methodology assessment of statistical capacity (scale 0 - 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "The methodology indicator measures a country\u2019s ability to adhere to internationally recommended standards and methods. The methodology score is calculated as the weighted average of 10 underlying indicator scores. The final methodology score contributes 1/3 of the overall Statistical Capacity Indicator score.", "sourceOrganization": "World Bank, Bulletin Board on Statistical Capacity (http://bbsc.worldbank.org).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.SCI.OVRL", "name": "Statistical Capacity Score (Overall Average) (scale 0 - 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "The Statistical Capacity Indicator is a composite score assessing the capacity of a country\u2019s statistical system. It is based on a diagnostic framework assessing the following areas: methodology; data sources; and periodicity and timeliness. Countries are scored against 25 criteria in these areas, using publicly available information and/or country input. The overall Statistical Capacity score is then calculated as a simple average of all three area scores on a scale of 0-100.", "sourceOrganization": "World Bank, Bulletin Board on Statistical Capacity (http://bbsc.worldbank.org).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.SCI.PRDC", "name": "Periodicity and timeliness assessment of statistical capacity (scale 0 - 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "The periodicity and timeliness indicator assesses the availability and periodicity of key socioeconomic indicators. It measures the extent to which data are made accessible to users through transformation of source data into timely statistical outputs. The periodicity score is calculated as the weighted average of 10 underlying indicator scores. The final periodicity score contributes 1/3 of the overall Statistical Capacity Indicator score.", "sourceOrganization": "World Bank, Bulletin Board on Statistical Capacity (http://bbsc.worldbank.org).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.SCI.SRCE", "name": "Source data assessment of statistical capacity (scale 0 - 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "The source data indicator reflects whether a country conducts data collection activities in line with internationally recommended periodicity, and whether data from administrative systems are available. The source data score is calculated as the weighted average of 5 underlying indicator scores. The final source data score contributes 1/3 of the overall Statistical Capacity Indicator score.", "sourceOrganization": "World Bank, Bulletin Board on Statistical Capacity (http://bbsc.worldbank.org).", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.SPI.OVRL", "name": "Statistical performance indicators (SPI): Overall score (scale 0-100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The SPI overall score is a composite score measuing country performance across five pillars: data use, data services, data products, data sources, and data infrastructure.  The new Statistical Performance Indicators (SPI) will replace the Statistical Capacity Index (SCI), which the World Bank has regularly published since 2004. Although the goals are the same, to offer a better tool to measure the statistical systems of countries, the new SPI framework has expanded into new areas including in the areas of data use, administrative data, geospatial data, data services, and data infrastructure. The SPI provides a framework that can help countries measure where they stand in several dimensions and offers an ambitious measurement agenda for the international community.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.SPI.PIL1", "name": "Statistical performance indicators (SPI): Pillar 1 data use score (scale 0-100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The data use overall score is a composite score measuring the demand side of the statistical system.  The data use  pillar is segmented by five types of users: (i) the legislature, (ii) the executive branch, (iii) civil society (including sub-national actors), (iv) academia and (v) international bodies.  Each dimension would have associated indicators to measure performance. A mature system would score well across all dimensions whereas a less mature one would have weaker scores along certain dimensions. The gaps would give insights into prioritization among user groups and help answer questions as to why the existing services are not resulting in higher use of national statistics in a particular segment.  Currently, the SPI only features indicators for one of the five dimensions of data use, which is data use by international organizations. Indicators on whether statistical systems are providing useful data to their national governments (legislature and executive branches), to civil society, and to academia are absent.  Thus the dashboard does not yet assess if national statistical systems are meeting the data needs of a large swathe of users.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.SPI.PIL2", "name": "Statistical performance indicators (SPI): Pillar 2 data services score (scale 0-100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The data services pillar overall score is a composite indicator based on four dimensions of data services: (i) the quality of data releases, (ii) the richness and openness of online access, (iii) the effectiveness of advisory and analytical services related to statistics, and (iv) the availability and use of data access services such as secure microdata access. Advisory and analytical services might incorporate elements related to data stewardship services including input to national data strategies, advice on data ethics and calling out misuse of data in accordance with the Fundamental Principles of Official Statistics.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.SPI.PIL3", "name": "Statistical performance indicators (SPI): Pillar 3 data products score  (scale 0-100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The data products overall score is a composite score measureing whether the country is able to produce relevant indicators, primarily related to SDGs.  The data products (internal process) pillar is segmented by four topics and organized into (i) social, (ii) economic, (iii) environmental, and (iv) institutional dimensions using the typology of the Sustainable Development Goals (SDGs). This approach anchors the national statistical system\u2019s performance around the essential data required to support the achievement of the 2030 global goals, and enables comparisons across countries so that a global view can be generated while enabling country specific emphasis to reflect the user needs of that country.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.SPI.PIL4", "name": "Statistical performance indicators (SPI): Pillar 4 data sources score (scale 0-100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The data sources overall score is a composity measure of whether countries have data available from the following sources: Censuses and surveys, administrative data, geospatial data, and private sector/citizen generated data.  The data sources (input) pillar is segmented by four types of sources generated by (i) the statistical office (censuses and surveys), and sources accessed from elsewhere such as (ii)  administrative data, (iii) geospatial data, and (iv) private sector data and citizen generated data. The appropriate balance between these source types will vary depending on a country\u2019s institutional setting and the maturity of its statistical system. High scores should reflect the extent to which the sources being utilized enable the necessary statistical indicators to be generated. For example, a low score on environment statistics (in the data production pillar) may reflect a lack of use of (and low score for) geospatial data (in the data sources pillar). This type of linkage is inherent in the data cycle approach and can help highlight areas for investment required if country needs are to be met.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.SPI.PIL5", "name": "Statistical performance indicators (SPI): Pillar 5 data infrastructure score (scale 0-100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The data infrastructure  pillar  overall score measures the hard and soft infrastructure segments, itemizing essential cross cutting requirements for an effective statistical system.  The segments are: (i) legislation and governance covering the existence of laws and a functioning institutional framework for the statistical system; (ii) standards and methods addressing compliance with recognized frameworks and concepts; (iii) skills including level of skills within the statistical system and among users (statistical literacy); (iv) partnerships reflecting the need for the statistical system to be inclusive and coherent; and (v) finance mobilized both domestically and from donors.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "IQ.WEF.CUST.XQ", "name": "Burden of customs procedure, WEF (1=extremely inefficient to 7=extremely efficient)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Burden of Customs Procedure measures business executives' perceptions of their country's efficiency of customs procedures. The rating ranges from 1 to 7, with a higher score indicating greater efficiency. Data are from the World Economic Forum's Executive Opinion Survey, conducted for 30 years in collaboration with 150 partner institutes. The 2009 round included more than 13,000 respondents from 133 countries. Sampling follows a dual stratification based on company size and the sector of activity. Data are collected online or through in-person interviews. Responses are aggregated using sector-weighted averaging. The data for the latest year are combined with the data for the previous year to create a two-year moving average. Respondents evaluated the efficiency of customs procedures in their country. The lowest score (1) rates the customs procedure as extremely inefficient, and the highest score (7) as extremely efficient.", "sourceOrganization": "World Economic Forum, Global Competiveness Report and data files.", "topics": [{"id": "12", "value": "Private Sector"}]}
{"id": "IQ.WEF.PORT.XQ", "name": "Quality of port infrastructure, WEF (1=extremely underdeveloped to 7=well developed and efficient by international standards)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "The Quality of Port Infrastructure measures business executives' perception of their country's port facilities. Data are from the World Economic Forum's Executive Opinion Survey, conducted for 30 years in collaboration with 150 partner institutes. The 2009 round included more than 13,000 respondents from 133 countries. Sampling follows a dual stratification based on company size and the sector of activity. Data are collected online or through in-person interviews. Responses are aggregated using sector-weighted averaging. The data for the latest year are combined with the data for the previous year to create a two-year moving average. Scores range from 1 (port infrastructure considered extremely underdeveloped) to 7 (port infrastructure considered efficient by international standards). Respondents in landlocked countries were asked how accessible are port facilities (1 = extremely inaccessible; 7 = extremely accessible).", "sourceOrganization": "World Economic Forum, Global Competiveness Report.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.AIR.DPRT", "name": "Air transport, registered carrier departures worldwide", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Registered carrier departures worldwide are domestic takeoffs and takeoffs abroad of air carriers registered in the country.", "sourceOrganization": "International Civil Aviation Organization, Civil Aviation Statistics of the World and ICAO staff estimates.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.AIR.DPRT.P3", "name": "Aircraft departures (thousands)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.AIR.GOOD.MT.K1", "name": "Air transport, freight (million ton-km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Air freight is the volume of freight, express, and diplomatic bags carried on each flight stage (operation of an aircraft from takeoff to its next landing), measured in metric tons times kilometers traveled.", "sourceOrganization": "International Civil Aviation Organization, Civil Aviation Statistics of the World and ICAO staff estimates.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.AIR.PSGR", "name": "Air transport, passengers carried", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Air passengers carried include both domestic and international aircraft passengers of air carriers registered in the country.", "sourceOrganization": "International Civil Aviation Organization, Civil Aviation Statistics of the World and ICAO staff estimates.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.AIR.PSGR.P3", "name": "Air transport, passengers carried (thousands)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.ROD.DESL.KT", "name": "Road sector diesel fuel consumption (kt of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Diesel is heavy oils used as a fuel for internal combustion in diesel engines.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted, and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).", "topics": []}
{"id": "IS.ROD.DESL.PC", "name": "Road sector diesel fuel consumption per capita (kg of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Diesel is heavy oils used as a fuel for internal combustion in diesel engines.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted, and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).", "topics": []}
{"id": "IS.ROD.DNST.K2", "name": "Road density (km of road per 100 sq. km of land area)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Road density is the ratio of the length of the country's total road network to the country's land area. The road network includes all roads in the country: motorways, highways, main or national roads, secondary or regional roads, and other urban and rural roads.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.ROD.ENGY.KT", "name": "Road sector energy consumption (kt of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Road sector energy consumption is the total energy used in the road sector including petroleum products, natural gas, electricity, and combustible renewable and waste.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted, and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).", "topics": []}
{"id": "IS.ROD.ENGY.PC", "name": "Road sector energy consumption per capita (kg of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Road sector energy consumption is the total energy used in the road sector including petroleum products, natural gas, electricity, and combustible renewable and waste.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted, and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).", "topics": []}
{"id": "IS.ROD.ENGY.ZS", "name": "Road sector energy consumption (% of total energy consumption)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Road sector energy consumption is the total energy used in the road sector including petroleum products, natural gas, electricity, and combustible renewable and waste. Total energy consumption is the total country energy consumption.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted, and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).", "topics": []}
{"id": "IS.ROD.GOOD.MT.K6", "name": "Roads, goods transported (million ton-km)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Goods transported by road are the volume of goods transported by road vehicles, measured in millions of metric tons times kilometers traveled.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.ROD.NORM.XD", "name": "Roads, normalized index (100 = expected total length)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.ROD.PAVE.ZS", "name": "Roads, paved (% of total roads)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Paved roads are those surfaced with crushed stone (macadam) and hydrocarbon binder or bituminized agents, with concrete, or with cobblestones, as a percentage of all the country's roads, measured in length.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted.", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "19", "value": "Climate Change"}]}
{"id": "IS.ROD.PSGR.K6", "name": "Roads, passengers carried (million passenger-km)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Passengers carried by road are the number of passengers transported by road times kilometers traveled.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.ROD.SGAS.KT", "name": "Road sector gasoline fuel consumption (kt of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Gasoline is light hydrocarbon oil use in internal combustion engine such as motor vehicles, excluding aircraft.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted, and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).", "topics": []}
{"id": "IS.ROD.SGAS.PC", "name": "Road sector gasoline fuel consumption per capita (kg of oil equivalent)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Gasoline is light hydrocarbon oil use in internal combustion engine such as motor vehicles, excluding aircraft.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted, and International Energy Agency (IEA Statistics \u00a9 OECD/IEA, http://www.iea.org/stats/index.asp).", "topics": []}
{"id": "IS.ROD.TOTL.KM", "name": "Roads, total network (km)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total road network includes motorways, highways, and main or national roads, secondary or regional roads, and all other roads in a country. A motorway is a road designed and built for motor traffic that separates the traffic flowing in opposite directions.", "sourceOrganization": "International Road Federation, World Road Statistics and electronic files, except where noted.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.ROD.TRAF", "name": "Road traffic (million vehicle-km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.RRS.DESL.ZS", "name": "Diesel locomotives available (in service as % of total diesel locomotives)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.RRS.DNST", "name": "Rail traffic density (passengers and freight/km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.RRS.ELEC.KM", "name": "Rail lines, electric (km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.RRS.EMPL.TU.ZS", "name": "Railway employee productivity (traffic units per employee)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.RRS.GOOD.KM", "name": "Railways, good hauled (ton-km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.RRS.GOOD.KM.PP.ZS", "name": "Railways, goods transported (ton-km per PPP $ million of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.RRS.GOOD.MT.K6", "name": "Railways, goods transported (million ton-km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Goods transported by railway are the volume of goods transported by railway, measured in metric tons times kilometers traveled.", "sourceOrganization": "Internation Union of Railways (UIC), OECD Statistics", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.RRS.PASG.K2.PP.ZS", "name": "Railways, passenger-km (per PPP $ million of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.RRS.PASG.KM", "name": "Railways, passengers carried (million passenger-km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Passengers carried by railway are the number of passengers transported by rail multiplied by kilometers traveled.", "sourceOrganization": "Internation Union of Railways (UIC Railisa Database), OECD Statistics", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.RRS.TOTL.KM", "name": "Rail lines (total route-km)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rail lines are the length of railway route available for train service, irrespective of the number of parallel tracks.", "sourceOrganization": "Internation Union of Railways (UIC)", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.RRS.TRFF.PF", "name": "Ratio of rail passenger tariffs to freight tariffs", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.SHP.GCNW.XQ", "name": "Liner shipping connectivity index (maximum value in 2004 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The Liner Shipping Connectivity Index captures how well countries are connected to global shipping networks. It is computed by the United Nations Conference on Trade and Development (UNCTAD) based on five components of the maritime transport sector: number of ships, their container-carrying capacity, maximum vessel size, number of services, and number of companies that deploy container ships in a country's ports. For each component a country's value is divided by the maximum value of each component in 2004, the five components are averaged for each country, and the average is divided by the maximum average for 2004 and multiplied by 100. The index generates a value of 100 for the country with the highest average index in 2004. . The underlying data come from Containerisation International Online.", "sourceOrganization": "United Nations Conference on Trade and Development, Review of Maritime Transport 2010.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.SHP.GOOD.TU", "name": "Container port traffic (TEU: 20 foot equivalent units)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Port container traffic measures the flow of containers from land to sea transport modes, and vice versa, in twenty-foot equivalent units (TEUs), a standard-size container. Data refer to coastal shipping as well as international journeys. Transshipment traffic is counted as two lifts at the intermediate port (once to off-load and again as an outbound lift) and includes empty units.", "sourceOrganization": "UNCTAD (http://unctad.org/en/Pages/statistics.aspx)", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IS.VEH.2CYL.P3", "name": "Two-wheelers (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IS.VEH.NVEH.P3", "name": "Motor vehicles (per 1,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Motor vehicles include cars, buses, and freight vehicles but do not include two-wheelers. Population refers to midyear population in the year for which data are available.", "sourceOrganization": "International Road Federation, World Road Statistics and data files.", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "16", "value": "Urban Development "}]}
{"id": "IS.VEH.PCAR.P3", "name": "Passenger cars (per 1,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Passenger cars refer to road motor vehicles, other than two-wheelers, intended for the carriage of passengers and designed to seat no more than nine people (including the driver).", "sourceOrganization": "International Road Federation, World Road Statistics and data files.", "topics": [{"id": "16", "value": "Urban Development "}, {"id": "9", "value": "Infrastructure "}]}
{"id": "IS.VEH.ROAD.K1", "name": "Vehicles (per km of road)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Vehicles per kilometer of road include cars, buses, and freight vehicles but do not include two-wheelers. Roads refer to motorways, highways, main or national roads, secondary or regional roads, and other roads. A motorway is a road specially designed and built for motor traffic that separates the traffic flowing in opposite directions.", "sourceOrganization": "International Road Federation, World Road Statistics and data files.", "topics": [{"id": "16", "value": "Urban Development "}, {"id": "9", "value": "Infrastructure "}]}
{"id": "IT.BBD.USEC.CD", "name": "Fixed broadband Internet access tariff (US$ per month)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Fixed broadband sub-basket is the price of the monthly subscription to an entry-level fixed broadband plan. For comparability reason, the fixed broadband sub-basket is based on a monthly usage of (a minimum of) 1 Gigabyte (GB). For plans that limit the monthly amount of data transferred by including caps below 1 Gigabyte, the cost for additional bytes is added to the sub-basket. The minimum speed of a broadband connection is 256 kbit/s.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.CEL.COVR.ZS", "name": "Population covered by mobile cellular network (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Population covered by a mobile-cellular network is the percentage of people within range of a mobile-cellular signal, irrespective of whether they are subscribers or users or not. This is calculated by dividing the number of people within range of a mobile-cellular signal by the total population and multiplying by 100.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.CEL.SETS", "name": "Mobile cellular subscriptions", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mobile cellular telephone subscriptions are subscriptions to a public mobile telephone service that provide access to the PSTN using cellular technology. The indicator includes (and is split into) the number of postpaid subscriptions, and the number of active prepaid accounts (i.e. that have been used during the last three months). The indicator applies to all mobile cellular subscriptions that offer voice communications. It excludes subscriptions via data cards or USB modems, subscriptions to public mobile data services, private trunked mobile radio, telepoint, radio paging and telemetry services.", "sourceOrganization": "International Telecommunication Union (ITU) World Telecommunication/ICT Indicators Database", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.CEL.SETS.P2", "name": "Mobile cellular subscriptions (per 100 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mobile cellular telephone subscriptions are subscriptions to a public mobile telephone service that provide access to the PSTN using cellular technology. The indicator includes (and is split into) the number of postpaid subscriptions, and the number of active prepaid accounts (i.e. that have been used during the last three months). The indicator applies to all mobile cellular subscriptions that offer voice communications. It excludes subscriptions via data cards or USB modems, subscriptions to public mobile data services, private trunked mobile radio, telepoint, radio paging and telemetry services.", "sourceOrganization": "International Telecommunication Union (ITU) World Telecommunication/ICT Indicators Database", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.CEL.SETS.P3", "name": "Mobile phone subscribers (per 1,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Mobile telephone subscribers are subscribers to a public mobile telephone service using cellular technology.", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CEL.USEC.CD", "name": "Price basket for mobile (US$ per month)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Price basket for mobile is calculated as the pre-paid price for 25 calls per month spread over the same mobile network, other mobile networks, and mobile to fixed calls and during peak, off-peak, and weekend times. It also includes 30 text messages per month.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.CELL.3MIN.CD.OP", "name": "Mobile cellular - price of 3-minute local call (off-peak rate - current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data. The price of a three minute off-peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription.  This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CELL.3MIN.CD.PK", "name": "Mobile cellular - price of 3-minute local call (peak rate - current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The price of a three minute peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription. This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CELL.3MIN.CN.OP", "name": "Mobile cellular - price of 3-minute local call (off-peak rate - current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The price of a three minute off-peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription. This indicator is expressed in national currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CELL.3MIN.CN.PK", "name": "Mobile cellular - price of 3-minute local call (peak rate - current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The price of a three minute peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription. This indicator is expressed in national currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CELL.MSUB.CD", "name": "Mobile cellular monthly subscription (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The monthly subscription charge for mobile cellular service. Due to the variety of plans available in many countries, it is preferable to use the tariff with the cheapest initiation/connection charge. If prepaid services are used (for those countries that have more prepaid than post-paid subscribers), the monthly subscription charge would be zero. If the plan includes free minutes, this should be put in a note. A note should indicate whether taxes are included (preferred) or not and what the rate is.  This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CELL.MSUB.CN", "name": "Mobile cellular monthly subscription (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The monthly subscription charge for mobile cellular service. Due to the variety of plans available in many countries, it is preferable to use the tariff with the cheapest initiation/connection charge. If prepaid services are used (for those countries that have more prepaid than post-paid subscribers), the monthly subscription charge would be zero. If the plan includes free minutes, this should be put in a note. A note should indicate whether taxes are included (preferred) or not and what the rate is. This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CELL.PO.CONN.CD", "name": "Mobile cellular postpaid connection charge (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CELL.PO.CONN.CN", "name": "Mobile cellular postpaid connection charge (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CELL.PR.CONN.CD", "name": "Mobile cellular prepaid connection charge (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CELL.PR.CONN.CN", "name": "Mobile cellular prepaid connection charge (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.CMP.PCMP", "name": "Personal computers", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Personal computers are self-contained computers designed to be used by a single individual.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.CMP.PCMP.ED", "name": "Personal computers installed in education", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.CMP.PCMP.P2", "name": "Personal computers (per 100 people)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Personal computers are self-contained computers designed to be used by a single individual.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.CMP.PCMP.P3", "name": "Personal computers (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.FAX.MACH.P3", "name": "Fax machines (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.INT.TRAF.MN", "name": "International telecom, outgoing traffic (minutes per subscriber)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.INT.TRAF.MN.PS", "name": "International telecom, outgoing traffic (minutes per subscriber)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.INT.TTRF.MN", "name": "International voice traffic, total fixed and mobile (out and in, minutes)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "International voice traffic is the sum of international incoming and outgoing telephone traffic (in minutes).", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.INT.TTRF.MN.PC", "name": "International voice traffic, total fixed and mobile (minutes per person)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "International voice traffic is the sum of international incoming and outgoing telephone traffic (in minutes).", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.MBL.USEC.CD", "name": "Mobile cellular prepaid tariff (US$ per month)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mobile cellular sub-basket refers to the price of a standard basket of mobile monthly usage for 30 outgoing calls per month (on-net, off-net, to a fixed line and for peak and off-peak times) in predetermined ratios, plus 100 SMS messages. The mobile cellular sub-basket is based on prepaid tariffs although postpaid tariffs may be used for countries where prepaid subscriptions make up less than three per cent of all mobile cellular subscriptions. The mobile cellular prepaid sub-basket is largely based, but does not entirely follow, the 2009 methodology of the OECD low-user basket.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.MLT.3MIN.CD.OP", "name": "Price of a 3-minute fixed telephone local call (off-peak rate - current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Local call refers to the cost of an off-peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.3MIN.CD.PK", "name": "Price of a 3-minute fixed telephone local call (peak rate - current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Local call refers to the cost of peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.3MIN.CD.US", "name": "Telephone average cost of call to US (US$ per three minutes)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Cost of international call to U.S. is the cost of a three-minute, peak rate, fixed line call from the country to the United States.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.3MIN.CN.OP", "name": "Price of a 3-minute fixed telephone local call (off-peak rate - current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Local call refers to the cost of an off-peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in national currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.3MIN.CN.PK", "name": "Price of a 3-minute fixed telephone local call (peak rate - current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Local call refers to the cost of peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.BCONN.CD", "name": "Business telephone connection charge (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Installation (or connection) refers to the one-off charge involved in applying for business basic telephone service. Where there are different charges for different exchange areas, the charge for the largest urban area should be used and specified in a note. This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.BCONN.CN", "name": "Business telephone connection charge (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Installation (or connection) refers to the one-off charge involved in applying for business basic telephone service. Where there are different charges for different exchange areas, the charge for the largest urban area should be used and specified in a note. This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.BSUB.CD", "name": "Business telephone monthly subscription (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN in US$.  The charge should cover the rental of the line but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note. This indicator is expressed in US dollars. ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.BSUB.CN", "name": "Business telephone monthly subscription (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN.  The charge should cover the rental of the line but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note. This indicator is expressed in local currency. ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.CLCL.CD", "name": "Telephone average cost of local call (US$ per three minutes)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.MLT.CONN.CD", "name": "Residential telephone connection charge (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Installation refers to the one time charge involved in applying for basic telephone service for business purposes. Where there are different charges for different exchange areas, the charge is generally for the largest urban area unless otherwise noted. This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.CONN.CN", "name": "Residential telephone connection charge (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Installation refers to the one time charge involved in applying for basic telephone service for business purposes. Where there are different charges for different exchange areas, the charge is generally for the largest urban area unless otherwise noted. This indicator is expressed in national currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.EMPL", "name": "Telephone mainlines per employee", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.MLT.FALT.CL", "name": "Telephone faults cleared by next working day (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Telephone faults cleared by next working day are the percentage of faults in the public switched telephone network that have been corrected by the end of the next working day.", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.FALT.M2", "name": "Telephone faults (per 100 mainlines)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Telephone mainline faults is the number of reported telephone faults for the year per 100 telephone mainlines.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.INVS.CD", "name": "Fixed telephone service investment (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Annual investment on equipment for fixed telephone service. This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.INVS.CN", "name": "Fixed telephone service investment (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Annual investment on equipment for fixed telephone service. This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.LCTY.P3", "name": "Telephone mainlines in largest city (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.MLT.MAIN", "name": "Fixed telephone subscriptions", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fixed telephone subscriptions refers to the sum of active number of analogue fixed telephone lines, voice-over-IP (VoIP) subscriptions, fixed wireless local loop (WLL) subscriptions, ISDN voice-channel equivalents and fixed public payphones.", "sourceOrganization": "International Telecommunication Union (ITU) World Telecommunication/ICT Indicators Database", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.MLT.MAIN.P2", "name": "Fixed telephone subscriptions (per 100 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fixed telephone subscriptions refers to the sum of active number of analogue fixed telephone lines, voice-over-IP (VoIP) subscriptions, fixed wireless local loop (WLL) subscriptions, ISDN voice-channel equivalents and fixed public payphones.", "sourceOrganization": "International Telecommunication Union (ITU) World Telecommunication/ICT Indicators Database", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.MLT.MAIN.P3", "name": "Telephone mainlines (per 1,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data. Telephone mainlines are fixed telephone lines connecting a subscriber to the telephone exchange equipment. ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.REVN.CD", "name": "Revenue from fixed telephone service (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Revenue received from fixed telephone connection, subscription and calls.  This indicator is expressed in US dollars.  ", "sourceOrganization": "\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\r\"", "topics": []}
{"id": "IT.MLT.REVN.CN", "name": "Revenue from fixed telephone service (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Revenue received from fixed telephone connection, subscription and calls.  This indicator is expressed in local currency.  ", "sourceOrganization": "\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\r\"", "topics": []}
{"id": "IT.MLT.REVN.ZS", "name": "Telephone revenue per mainline (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.MLT.RSUB.CD", "name": "Residential monthly telephone subscription (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN. The charge should cover the rental of the line, but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note.  This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.RSUB.CN", "name": "Residential monthly telephone subscription (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN. The charge should cover the rental of the line, but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note.  This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MLT.USEC.CD", "name": "Price basket for residential fixed line (US$ per month)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Price basket for residential fixed line is calculated as one-fifth of the installation charge, the monthly subscription charge, and the cost of local calls (15 peak and 15 off-peak calls of three minutes each).", "sourceOrganization": "Calculated by the World Bank based on International Telecommunication Union data.", "topics": []}
{"id": "IT.MLT.WAIT", "name": "Telephone mainlines, waiting list", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.MLT.WAIT.P3", "name": "Telephone mainlines, waiting list (thousands)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.MLT.WAIT.YR", "name": "Invalid Code", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.MOB.COV.ZS", "name": "Population coverage of mobile cellular telephony (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Percentage of population covered by mobile cellular telephony refers to the percentage of a country\u2019s inhabitants that live within areas served by a mobile cellular signal, irrespective of whether or not they choose to use it. This should not be confused with the percentage of the land area covered by a mobile cellular signal or the percentage of the population that subscribe to mobile cellular service. Note that this measures the theoretical ability to use mobile cellular services if one has a cellular telephone and a subscription.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MOB.INVS.CD", "name": "Mobile communication investment (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Annual investment on equipment for mobile communication networks. Data is in US dollar.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MOB.INVS.CN", "name": "Mobile communication investment (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Annual investment on equipment for mobile communication networks. Data are in current local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.MOB.REVN.CD", "name": "Revenue from mobile communication (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Revenues from the provision of all types of mobile communications services such cellular, private trunked radio and radio paging.  This indicator is expressed in US ", "sourceOrganization": "\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\r\"", "topics": []}
{"id": "IT.MOB.REVN.CN", "name": "Revenue from mobile communication (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Revenues from the provision of all types of mobile communications services such cellular, private trunked radio and radio paging.  This indicator is expressed in loc", "sourceOrganization": "\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\r\"", "topics": []}
{"id": "IT.NET.BBND", "name": "Fixed broadband subscriptions", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fixed broadband subscriptions refers to fixed subscriptions to high-speed access to the public Internet (a TCP/IP connection), at downstream speeds equal to, or greater than, 256 kbit/s. This includes cable modem, DSL, fiber-to-the-home/building, other fixed (wired)-broadband subscriptions, satellite broadband and terrestrial fixed wireless broadband. This total is measured irrespective of the method of payment. It excludes subscriptions that have access to data communications (including the Internet) via mobile-cellular networks. It should include fixed WiMAX and any other fixed wireless technologies. It includes both residential subscriptions and subscriptions for organizations.", "sourceOrganization": "International Telecommunication Union (ITU) World Telecommunication/ICT Indicators Database", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.NET.BBND.P2", "name": "Fixed broadband subscriptions (per 100 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fixed broadband subscriptions refers to fixed subscriptions to high-speed access to the public Internet (a TCP/IP connection), at downstream speeds equal to, or greater than, 256 kbit/s. This includes cable modem, DSL, fiber-to-the-home/building, other fixed (wired)-broadband subscriptions, satellite broadband and terrestrial fixed wireless broadband. This total is measured irrespective of the method of payment. It excludes subscriptions that have access to data communications (including the Internet) via mobile-cellular networks. It should include fixed WiMAX and any other fixed wireless technologies. It includes both residential subscriptions and subscriptions for organizations.", "sourceOrganization": "International Telecommunication Union (ITU) World Telecommunication/ICT Indicators Database", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.NET.BBND.P3", "name": "Broadband subscribers (per 1,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Broadband subscribers are the total number of broadband subscribers with a digital subscriber line, cable modem, or other high-speed technologies. Reporting countries may have different definitions of broadband, so data are not strictly comparable across countries.", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.NET.BNDW", "name": "International Internet bandwidth (Mbps)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "International Internet bandwidth is the contracted capacity of international connections between countries for transmitting Internet traffic.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database, and TeleGeography.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.NET.BNDW.PC", "name": "International Internet bandwidth (bits per person)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.NET.CONN.CD", "name": "Fixed broadband Internet connection charge (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Fixed (Wired) broadband Internet connection charge is the initial, one-time charge for a new fixed (wired)  broadband Internet connection. The tariffs should represent the cheapest fixed (wired) broadband entry plan. Refundable deposits should not be counted. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.NET.CONN.CN", "name": "Fixed broadband Internet connection charge (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Fixed (Wired) broadband Internet connection charge is the initial, one-time charge for a new fixed (wired)  broadband Internet connection. The tariffs should represent the cheapest fixed (wired) broadband entry plan. Refundable deposits should not be counted. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.NET.EDUC.ZS", "name": "Schools connected to the Internet (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.NET.HOST.P4", "name": "Internet hosts (per 10,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.NET.ISPC.CD", "name": "Internet service provider access charges ($ per 30 off-peak hours)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.NET.SECR", "name": "Secure Internet servers", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The number of distinct, publicly-trusted TLS/SSL certificates found in the Netcraft Secure Server Survey.", "sourceOrganization": "Netcraft (http://www.netcraft.com/)", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.NET.SECR.P6", "name": "Secure Internet servers (per 1 million people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The number of distinct, publicly-trusted TLS/SSL certificates found in the Netcraft Secure Server Survey.", "sourceOrganization": "Netcraft (http://www.netcraft.com/) and World Bank population estimates.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.NET.SUB.CD", "name": "Fixed broadband Internet monthly subscription (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Fixed (Wired) broadband Internet monthly subscription is the monthly subscription charge for fixed (wired) broadband Internet service. Fixed (wired) broadband is considered any dedicated connection to the Internet at downstream speeds equal to, or greater than, 256 kbit/s, using DSL. Where several offers are available, preference should be given to the 256 kbit/s connection. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in local currency.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.NET.SUB.CN", "name": "Fixed broadband Internet monthly subscription (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Fixed (Wired) broadband Internet monthly subscription is the monthly subscription charge for fixed (wired) broadband Internet service. Fixed (wired) broadband is considered any dedicated connection to the Internet at downstream speeds equal to, or greater than, 256 kbit/s, using DSL. Where several offers are available, preference should be given to the 256 kbit/s connection. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in US dollars.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.NET.TELC.CD", "name": "Internet telephone access charges ($ per 30 off-peak hours)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.NET.USEC.CD", "name": "Price basket for Internet (US$ per month)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Price basket for Internet is calculated based on the cheapest available tariff for accessing the Internet 20 hours a month (10 hours peak and 10 hours off-peak). The basket does not include the telephone line rental but does include telephone usage charges if applicable. Data are compiled in the national currency and converted to U.S. dollars using the annual average exchange rate.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.NET.USEC.ZS", "name": "Internet total monthly price (% of monthly GNI per capita)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.NET.USER", "name": "Internet users", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Internet users are people with access to the worldwide network.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.NET.USER.FE.ZS", "name": "Individuals using the Internet, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator refers to female individuals who have used the Internet (from any location) in the last 3 months. The Internet can be used via a computer, mobile phone, personal digital assistant, games machine, digital TV etc.", "sourceOrganization": "International Telecommunication Union (ITU) World Telecommunication/ICT Indicators Database", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.NET.USER.MA.ZS", "name": "Individuals using the Internet, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator refers to male individuals who have used the Internet (from any location) in the last 3 months. The Internet can be used via a computer, mobile phone, personal digital assistant, games machine, digital TV etc.", "sourceOrganization": "International Telecommunication Union (ITU) World Telecommunication/ICT Indicators Database", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.NET.USER.P2", "name": "Internet users (per 100 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Internet users are individuals who have used the Internet (from any location) in the last 3 months. The Internet can be used via a computer, mobile phone, personal digital assistant, games machine, digital TV etc.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.NET.USER.P3", "name": "Internet users (per 1,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Internet users are people with access to the worldwide network.", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.NET.USER.ZS", "name": "Individuals using the Internet (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Internet users are individuals who have used the Internet (from any location) in the last 3 months. The Internet can be used via a computer, mobile phone, personal digital assistant, games machine, digital TV etc.", "sourceOrganization": "International Telecommunication Union (ITU) World Telecommunication/ICT Indicators Database", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.PAY.PHONES", "name": "Public payphones", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Total number of all types of public telephones, including coin- and card-operated and public telephones in call offices. Publicly available phones installed in private places should also be included, as should mobile public telephones. All public telephones regardless of capability (e.g., local calls or national only) should be counted. If the national definition of \"payphone\" differs from that above (e.g., by excluding pay phones in private places), then respondents should indicate their own definition.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.PAY.PHONES.P3", "name": "Public payphones (per 1,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Total number of all types of public telephones, including coin- and card-operated and public telephones in call offices. Publicly available phones installed in private places should also be included, as should mobile public telephones. All public telephones regardless of capability (e.g., local calls or national only) should be counted. If the national definition of \"payphone\" differs from that above (e.g., by excluding pay phones in private places), then respondents should indicate their own definition.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.PC.HOUS.ZS", "name": "Homes with a personal computer (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.    The proportion of households with a computer is calculated by dividing the number of in-scope households with a computer by the total number of inscope households.", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.PRT.NEWS.P3", "name": "Daily newspapers (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Daily newspapers refer to those published at least four times a week and calculated as average circulation (or copies printed) per 1,000 people.", "sourceOrganization": "United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.RAD.HOUS.ZS", "name": "Households with a radio (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The proportion of households with a radio is calculated by dividing the number of in-scope households with a radio by the total number of inscope Households.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.RAD.SETS", "name": "Number of radio sets ", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  The total number of radio sets. A radio set is a device capable of receiving broadcast radio signals, using popular frequencies, such as FM, AM, LW and SW.  A radio set may be a stand-alone device, or it may be integrated into another device, such as a Walkman, a car or an alarm clock.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.RAD.SETS.P3", "name": "Radio sets (per 1,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Radio sets per 1000 inhabitants is obtained by dividing the number of radio sets in use by the population and multiplying by 1000.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.RES.USEC.CD", "name": "Residential fixed line telephone tariff (US$ per month)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Fixed telephone sub-basket is the monthly price charged for subscribing to the public switched telephone network (PTSN), plus the cost of 30 local calls to the same (fixed) network (15 peak and 15 off-peak) of three minutes each. The service refers to the traditional fixed telephone line and does not refer to, for example, prices for managed VoIP.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.TEL.EMPL.TO", "name": "Telephone employees, total", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Telephone employees refer to the total full-time telecommunications staff.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.TEL.HOUS.ZS", "name": "Households with a telephone (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  This percentage is obtained by dividing the number of main (fixed) lines serving households (i.e., lines which are not used for business, government or other professional purposes or as public telephone stations) by the total number of main lines. Respondents should indicate the definition of households that is being applied, and the source of this definition.", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.TEL.INVS.CD", "name": "Total annual investment in telecom (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.TEL.INVS.CN", "name": "Telecommunications investment (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Telecommunications investment refers to the expenditure associated with acquiring the ownership of telecommunication equipment infrastructure (including supporting land and buildings and intellectual and non-tangible property such as computer software). These include expenditure on initial installations and on additions to existing installations.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.TEL.INVS.RV.ZS", "name": "Telecommunications investment (% of revenue)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.TEL.REVN.CD", "name": "Total revenue from all telecommunication services (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.TEL.REVN.CN", "name": "Telecommunications revenue (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Telecommunications revenue is the revenue from the provision of telecommunications services such as fixed-line, mobile, and data.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.TEL.REVN.GD.ZS", "name": "Telecommunications revenue (% GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Telecommunications revenue is the revenue from the provision of telecommunications services such as fixed-line, mobile, and data.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.TEL.TOTL", "name": "Mobile and fixed-line telephone subscribers", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.TEL.TOTL.EM", "name": "Fixed line and mobile cellular subscriptions per employee", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Fixed line and mobile cellular subscriptions per employee are telephone subscriptions (fixed line plus mobile) divided by the total number of telecommunications employees.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": []}
{"id": "IT.TEL.TOTL.P2", "name": "Fixed line and mobile cellular subscriptions (per 100 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Fixed line and mobile cellular subscriptions are total telephone subscriptions (fixed line plus mobile). Fixed telephone subscriptions refers to the sum of active number of analogue fixed telephone lines, voice-over-IP (VoIP) subscriptions, fixed wireless local loop (WLL) subscriptions, ISDN voice-channel equivalents and fixed public payphones. Mobile cellular telephone subscriptions are subscriptions to a public mobile telephone service that provide access to the PSTN using cellular technology. The indicator includes (and is split into) the number of postpaid subscriptions, and the number of active prepaid accounts (i.e. that have been used during the last three months). The indicator applies to all mobile cellular subscriptions that offer voice communications. It excludes subscriptions via data cards or USB modems, subscriptions to public mobile data services, private trunked mobile radio, telepoint, radio paging and telemetry services.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.TEL.TOTL.P3", "name": "Telephone (mainlines and mobile phone) subscribers (per 1,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Please cite the International Telecommunication Union for third-party use of these data.  Fixed lines are telephone mainlines connecting a customer's equipment to the public switched telephone network. Mobile phone subscribers refer to users of portable telephones subscribing to an automatic public mobile telephone service using cellular technology that provides access to the public switched telephone network.", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.TEL.UNMT.ZS", "name": "Unmet demand (% of waiting list to number main fixed telephone lines in operation)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Unmet demand is unmet applications for connection to the public switched telephone network that have had to be held over owing to a lack of technical facilities (equipment, lines, and the like) divided by the number of main telephone lines in operation.  ", "sourceOrganization": "International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.", "topics": []}
{"id": "IT.TELC.IM.CD", "name": "Telecommunication equipment - import (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "They are aggregated from the following Standard International Trade Classification (SITC) subgroupings: (1) 764.1 Electrical apparatus for line telephony or line telegraphy (including such apparatus for carrier-current line systems). Telephone sets; teleprinters; telephonic or telegraphic switching apparatus; other apparatus for carrier-current line systems; other telephonic or telegraphic apparatus. (2) 764.3 Transmission apparatus for radio-telephony, radio-telegraphy, radio-broadcasting or television, whether or not incorporating reception apparatus or sound-recording or reproducing apparatus. Transmission apparatus; transmission apparatus incorporating reception apparatus. (3) 762.81 reception apparatus for radio-telephony or radio-telegraphy; and (4) Parts and accessories suitable for use solely or principally with the apparatus of sub-group 764.1. Expressed in US dollars. ", "sourceOrganization": "The  United Nations. ", "topics": []}
{"id": "IT.TELC.XP.CD", "name": "Telecommunication equipment - export (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "They are aggregated from the following Standard International Trade Classification (SITC) subgroupings: (1) 764.1 Electrical apparatus for line telephony or line telegraphy (including such apparatus for carrier-current line systems). Telephone sets; teleprinters; telephonic or telegraphic switching apparatus; other apparatus for carrier-current line systems; other telephonic or telegraphic apparatus. (2) 764.3 Transmission apparatus for radio-telephony, radio-telegraphy, radio-broadcasting or television, whether or not incorporating reception apparatus or sound-recording or reproducing apparatus. Transmission apparatus; transmission apparatus incorporating reception apparatus. (3) 762.81 reception apparatus for radio-telephony or radio-telegraphy; and (4) Parts and accessories suitable for use solely or principally with the apparatus of sub-group 764.1. Expressed in US dollars. ", "sourceOrganization": "The United Nations.", "topics": []}
{"id": "IT.TVS.CABL.P3", "name": "Cable television subscribers (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "IT.TVS.HOUS.ZS", "name": "Households with television (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Households with television are the share of households with a television set. Some countries report only the number of households with a color television set, and therefore the true number may be higher than reported.", "sourceOrganization": "International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.", "topics": [{"id": "9", "value": "Infrastructure "}]}
{"id": "IT.TVS.SETS.P3", "name": "Television sets (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.AGE.MPYR", "name": "Average age of employers, aged 15-64, total", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.AGE.MPYR.FE", "name": "Average age of employers, aged 15-64, female", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.AGE.MPYR.HE", "name": "Average age of employers, aged 15-64, above primary education", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.AGE.MPYR.LE", "name": "Average age of employers, aged 15-64, primary education and below", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "JI.WAG.MONT.MD.HE.10", "name": "Real median earnings per month, aged 15-64, deflated to 2010 and PPP adjusted, above primary education", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.HE.CN", "name": "Median earnings per month, aged 15-64, local currency values, above primary education", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.HE.DF", "name": "Median earnings per month, aged 15-64, deflated to 2010 local currency values, above primary education", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.LE.10", "name": "Real median earnings per month, aged 15-64, deflated to 2010 and PPP adjusted, primary education and below", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.LE.CN", "name": "Median earnings per month, aged 15-64, local currency values, primary education and below", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.LE.DF", "name": "Median earnings per month, aged 15-64, deflated to 2010 local currency values, primary education and below", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.MA.10", "name": "Real median earnings per month, aged 15-64, deflated to 2010 and PPP adjusted, male", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.MA.CN", "name": "Median earnings per month, aged 15-64, local currency values, male", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.MA.DF", "name": "Median earnings per month, aged 15-64, deflated to 2010 local currency values, male", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.OL.10", "name": "Real median earnings per month, aged 25-64, deflated to 2010 and PPP adjusted", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.OL.CN", "name": "Median earnings per month, aged 25-64, local currency values", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.OL.DF", "name": "Median earnings per month, aged 25-64, deflated to 2010 local currency values", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.RU.10", "name": "Real median earnings per month, aged 15-64, deflated to 2010 and PPP adjusted, rural", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.RU.CN", "name": "Median earnings per month, aged 15-64, local currency values, rural", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.RU.DF", "name": "Median earnings per month, aged 15-64, deflated to 2010 local currency values, rural", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.UR.10", "name": "Real median earnings per month, aged 15-64, deflated to 2010 and PPP adjusted, urban", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.UR.CN", "name": "Median earnings per month, aged 15-64, local currency values, urban", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.UR.DF", "name": "Median earnings per month, aged 15-64, deflated to 2010 local currency values, urban", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.YG.10", "name": "Real median earnings per month, aged 15-24, deflated to 2010 and PPP adjusted", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.YG.CN", "name": "Median earnings per month, aged 15-24, local currency values", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.MONT.MD.YG.DF", "name": "Median earnings per month, aged 15-24, deflated to 2010 local currency values", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.PBPV", "name": "Public to private wage gap, aged 15-64, total", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.PBPV.FE", "name": "Public to private wage gap, aged 15-64, female", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.PBPV.HE", "name": "Public to private wage gap, aged 15-64, above primary education", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.PBPV.LE", "name": "Public to private wage gap, aged 15-64, primary education and below", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.PBPV.MA", "name": "Public to private wage gap, aged 15-64, male", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.PBPV.OL", "name": "Public to private wage gap, aged 25-64", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.PBPV.RU", "name": "Public to private wage gap, aged 15-64, rural", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.PBPV.UR", "name": "Public to private wage gap, aged 15-64, urban", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "JI.WAG.PBPV.YG", "name": "Public to private wage gap, aged 15-24", "unit": "", "source": {"id": "86", "value": "Global Jobs Indicators Database (JOIN)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "lm_ub.bi_q1", "name": "Benefit incidence of unemployment benefits and ALMP to poorest quintile (% of total U/ALMP benefits)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "lm_ub.cov_pop", "name": "Coverage of unemployment benefits and ALMP (% of population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "lm_ub.gen_pop", "name": "Generosity of unemployment benefits and ALMP (% of total welfare of beneficiary households)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "LND.TOTL.K2", "name": "Total Area (in Km\u00b2)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "LO.EGRA.CLPM.AFA.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Afan Oromo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.AFA.3GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Afan Oromo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": [{}]}
{"id": "LO.EGRA.CLPM.AMH.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Amharic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.AMH.3GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Amharic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.BMN.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Bamanankan. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.BOM.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Bomu. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.CHC.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Chichewa. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.CHC.4GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Chichewa. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.ENG.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). English. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.ENG.3GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). English. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.ENG.4GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). English. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.FLF.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Fulfulde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.FRN.3GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). French. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.HAR.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Hararigna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.HAR.3GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Hararigna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.SID.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.SID.3GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.SNG.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Songhoi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.SOM.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Somaligna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.SOM.3GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Somaligna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.SPN.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Spanish. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.SPN.3GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Spanish. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.SPN.4GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Spanish. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.TIG.2GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Tigrinya. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLPM.TIG.3GRD", "name": "EGRA: Correct Letter Names Read Per Minute (Mean). Tigrinya. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.AKU.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Akuapem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.ARB.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Arabic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.ARB.3GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Arabic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.AST.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Asante Twi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.CHI.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Chitonga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.CIN.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Cinyanja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.DAG.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Dagaare. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.DAGB.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Dagbani. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.DAN.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Dangme. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.ENG.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). English. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.ENG.3GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). English. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.ENG.4GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). English. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.ENG.6GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). English. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.EWE.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Ewe. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.FAN.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Fante. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.FLP.3GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Filipino. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.GA.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Ga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.GON.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Gonja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.ICI.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Icibemba. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.IND.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Indonesian. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.KAS.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Kasem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.KII.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Kiikaonde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.KNY.4GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Kinyarwanda. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.KNY.6GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Kinyarwanda. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.LUN.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Lunda. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.LUV.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Luvale. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.NZE.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Nzema. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CLSPM.SIL.2GRD", "name": "EGRA: Correct Letter Sounds Read Per Minute (Mean). Silozi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.AFA.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Afan Oromo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.AFA.3GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Afan Oromo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.AMH.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Amharic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.AMH.3GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Amharic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ARB.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Arabic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.BMN.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Bamanankan. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.BOM.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Bomu. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.CHC.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Chichewa. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.CHC.4GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Chichewa. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ENG.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). English. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ENG.3GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). English. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ENG.4GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). English. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ENG.6GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). English. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.FLF.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Fulfulde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.FLP.3GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Filipino. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.HAR.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Hararigna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.HAR.3GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Hararigna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.KIS.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Kiswahili. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.KNY.4GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Kinyarwanda. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.KNY.6GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Kinyarwanda. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.SID.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.SID.3GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.SNG.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Songhoi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.SOM.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Somaligna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.SOM.3GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Somaligna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.SPN.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Spanish. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.SPN.3GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Spanish. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.SPN.4GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Spanish. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.TIG.2GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Tigrinya. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.TIG.3GRD", "name": "EGRA: Correct Isolated Words Read Per Minute (Mean). Tigrinya. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.AFA.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Afan Oromo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.AFA.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Afan Oromo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.AKU.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Akuapem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.AMH.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Amharic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.AMH.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Amharic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.ARB.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Arabic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.ARB.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Arabic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.AST.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Asante Twi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.BMN.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Bamanankan. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.BOM.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Bomu. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.CHC.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Chichewa. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.CHC.4GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Chichewa. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.CHI.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Chitonga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.CIN.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Cinyanja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.DAG.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Dagaare. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.DAGB.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Dagbani. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.DAN.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Dangme. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.ENG.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). English. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.ENG.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). English. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": [{}]}
{"id": "LO.EGRA.CWPM.ZERO.ENG.4GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). English. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.ENG.6GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). English. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.EWE.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Ewe. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.FAN.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Fante. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.FLF.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Fulfulde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.FLP.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Filipino. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.FRN.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). French. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.GA.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Ga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.GON.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Gonja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.HAR.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Hararigna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.HAR.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Hararigna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.ICI.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Icibemba. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.IND.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Indonesian. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.KAS.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Kasem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.KII.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Kiikaonde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.KIS.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Kiswahili. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.KNY.4GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Kinyarwanda. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.KNY.6GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Kinyarwanda. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.LUN.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Lunda. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.LUV.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Luvale. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.NZE.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Nzema. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.SID.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Sidaamu Afoo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.SID.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Sidaamu Afoo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.SIL.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Silozi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.SNG.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Songhoi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.SOM.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Somaligna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.SOM.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Somaligna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.SPN.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Spanish. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.SPN.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Spanish. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.SPN.4GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Spanish. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.TIG.2GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Tigrinya. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.CWPM.ZERO.TIG.3GRD", "name": "EGRA: Oral Reading Fluency - Share of students with a zero score (%). Tigrinya. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.BMN.2GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Bamanankan. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.BOM.2GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Bomu. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.CHC.2GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Chichewa. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.CHC.4GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Chichewa. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.ENG.2GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). English. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.ENG.3GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). English. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.ENG.4GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). English. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.ENG.6GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). English. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.FLF.2GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Fulfulde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.KNY.4GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Kinyarwanda. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.KNY.6GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Kinyarwanda. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.SNG.2GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Songhoi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.SPN.2GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Spanish. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.SPN.3GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Spanish. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.INIT.0.SPN.4GRD", "name": "EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Spanish. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like \u201cWhat is the first sound in the word \u2018map\u2019?\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.AFA.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Afan Oromo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.AFA.3GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Afan Oromo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.AKU.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Akuapem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.AMH.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Amharic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.AMH.3GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Amharic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.ARB.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Arabic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.ARB.3GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Arabic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.AST.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Asante Twi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.BMN.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Bamanankan. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.BOM.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Bomu. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.CHC.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Chichewa. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.CHC.4GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Chichewa. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.CHI.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Chitonga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.CIN.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Cinyanja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.DAG.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Dagaare. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.DAGB.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Dagbani. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.DAN.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Dangme. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.ENG.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). English. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.ENG.3GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). English. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.ENG.4GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). English. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.ENG.6GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). English. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.EWE.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Ewe. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.FAN.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Fante. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.FLF.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Fulfulde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.FLP.3GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Filipino. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.GA.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Ga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.GON.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Gonja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.HAR.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Hararigna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.HAR.3GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Hararigna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.ICI.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Icibemba. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.IND.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Indonesian. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.KAS.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Kasem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.KII.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Kiikaonde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.KIS.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Kiswahili. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.KNY.4GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Kinyarwanda. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.KNY.6GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Kinyarwanda. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.LUN.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Lunda. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.LUV.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Luvale. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.NZE.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Nzema. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.SID.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Sidaamu Afoo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.SID.3GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Sidaamu Afoo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.SIL.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Silozi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.SNG.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Songhoi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.SOM.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Somaligna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.SOM.3GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Somaligna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.SPN.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Spanish. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.SPN.3GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Spanish. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.SPN.4GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Spanish. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.TIG.2GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Tigrinya. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.LSTN.0.TIG.3GRD", "name": "EGRA: Listening Comprehension - Share of students with a zero score (%). Tigrinya. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students\u2019 ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.AFA.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Afan Oromo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.AFA.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Afan Oromo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.AKU.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Akuapem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": [{}]}
{"id": "LO.EGRA.NCWPM.AMH.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Amharic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.AMH.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Amharic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.ARB.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Arabic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.ARB.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Arabic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.AST.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Asante Twi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.BMN.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Bamanankan. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.BOM.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Bomu. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.CHC.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Chichewa. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.CHC.4GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Chichewa. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.CHI.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Chitonga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.CIN.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Cinyanja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.DAG.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Dagaare. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.DAGB.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Dagbani. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.DAN.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Dangme. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.ENG.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). English. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.ENG.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). English. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.ENG.4GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). English. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.ENG.6GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). English. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.EWE.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Ewe. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.FAN.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Fante. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.FLF.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Fulfulde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.FLP.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Filipino. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.FRN.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). French. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.GA.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Ga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.GON.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Gonja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.HAR.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Hararigna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.HAR.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Hararigna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.ICI.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Icibemba. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.IND.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Indonesian. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.KAS.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Kasem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.KII.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Kiikaonde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.KIS.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Kiswahili. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.KNY.4GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Kinyarwanda. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.KNY.6GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Kinyarwanda. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.LUN.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Lunda. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.LUV.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Luvale. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.NZE.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Nzema. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.SID.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.SID.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.SIL.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Silozi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.SNG.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Songhoi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.SOM.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Somaligna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.SOM.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Somaligna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.SPN.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Spanish. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.SPN.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Spanish. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.SPN.4GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Spanish. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.TIG.2GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Tigrinya. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.NCWPM.TIG.3GRD", "name": "EGRA: Correct Non-Words Read Per Minute (Mean). Tigrinya. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented \u201cwords\u201d that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.AFA.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Afan Oromo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.AFA.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Afan Oromo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.AKU.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Akuapem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.AMH.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Amharic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.AMH.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Amharic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.ARB.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Arabic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.ARB.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Arabic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.AST.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Asante Twi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.BMN.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Bamanankan. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.BOM.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Bomu. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.CHC.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Chichewa. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.CHC.4GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Chichewa. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.CHI.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Chitonga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.CIN.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Cinyanja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.DAG.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Dagaare. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.DAGB.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Dagbani. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.DAN.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Dangme. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.ENG.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.ENG.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.ENG.4GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.ENG.6GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.EWE.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Ewe. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.FAN.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Fante. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.FLF.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Fulfulde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.FLP.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Filipino. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.FRN.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). French. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.GA.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Ga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.GON.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Gonja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.HAR.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Hararigna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.HAR.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Hararigna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.ICI.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Icibemba. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.IND.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Indonesian. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.KAS.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kasem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.KII.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kiikaonde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.KIS.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kiswahili. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.KNY.4GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kinyarwanda. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.KNY.6GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kinyarwanda. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.LUN.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Lunda. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.LUV.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Luvale. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.NZE.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Nzema. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.SID.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.SID.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.SIL.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Silozi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.SNG.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Songhoi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.SOM.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Somaligna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.SOM.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Somaligna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.SPN.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Spanish. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.SPN.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Spanish. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.SPN.4GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Spanish. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.TIG.2GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Tigrinya. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.ORF.TIG.3GRD", "name": "EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Tigrinya. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.AFA.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Afan Oromo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": [{}]}
{"id": "LO.EGRA.READ.0.AFA.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Afan Oromo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.AKU.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Akuapem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.AMH.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Amharic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.AMH.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Amharic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.ARB.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Arabic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.ARB.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Arabic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.AST.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Asante Twi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.BMN.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Bamanankan. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.BOM.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Bomu. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.CHC.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Chichewa. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.CHC.4GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Chichewa. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.CHI.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Chitonga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.CIN.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Cinyanja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.DAG.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Dagaare. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.DAGB.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Dagbani. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.DAN.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Dangme. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.ENG.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). English. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.ENG.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). English. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.ENG.4GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). English. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.ENG.6GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). English. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.EWE.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Ewe. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.FAN.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Fante. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.FLF.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Fulfulde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.FLP.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Filipino. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.FRN.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). French. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.GA.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Ga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.GON.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Gonja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.HAR.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Hararigna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.HAR.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Hararigna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.ICI.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Icibemba. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.IND.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Indonesian. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.KAS.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Kasem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.KII.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Kiikaonde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.KIS.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Kiswahili. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.KNY.4GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Kinyarwanda. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.KNY.6GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Kinyarwanda. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.LUN.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Lunda. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.LUV.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Luvale. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.NZE.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Nzema. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.SID.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Sidaamu Afoo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.SID.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Sidaamu Afoo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.SIL.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Silozi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.SNG.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Songhoi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.SOM.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Somaligna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.SOM.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Somaligna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.SPN.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.SPN.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.SPN.4GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.TIG.2GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Tigrinya. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.0.TIG.3GRD", "name": "EGRA: Reading Comprehension - Share of students with a zero score (%). Tigrinya. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.AFA.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Afan Oromo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.AFA.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Afan Oromo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.AKU.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Akuapem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.AMH.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Amharic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.AMH.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Amharic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.ARB.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Arabic. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.ARB.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Arabic. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.AST.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Asante Twi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.BMN.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Bamanankan. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.BOM.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Bomu. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.CHC.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chichewa. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.CHC.ADV.4GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chichewa. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.CHI.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chitonga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.CIN.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Cinyanja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.DAG.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dagaare. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.DAGB.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dagbani. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.DAN.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dangme. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.ENG.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.ENG.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.ENG.ADV.4GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.ENG.ADV.6GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.EWE.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Ewe. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.FAN.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Fante. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.FLF.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Fulfulde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.FLP.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Filipino. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.FRN.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). French. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.GA.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Ga. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.GON.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Gonja. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.HAR.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Hararigna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.HAR.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Hararigna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.ICI.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Icibemba. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.IND.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Indonesian. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.KAS.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kasem. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.KII.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kiikaonde. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.KIS.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kiswahili. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.KNY.ADV.4GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kinyarwanda. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.KNY.ADV.6GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kinyarwanda. 6th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.LUN.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Lunda. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.LUV.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Luvale. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.NZE.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Nzema. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.SID.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Sidaamu Afoo. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.SID.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Sidaamu Afoo. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.SIL.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Silozi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.SNG.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Songhoi. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.SOM.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Somaligna. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.SOM.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Somaligna. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.SPN.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.SPN.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.SPN.ADV.4GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 4th Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.EGRA.READ.TIG.ADV.2GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Tigrinya. 2nd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": [{}]}
{"id": "LO.EGRA.READ.TIG.ADV.3GRD", "name": "EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Tigrinya. 3rd Grade", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.", "sourceOrganization": "Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/", "topics": []}
{"id": "LO.LLECE.MAT3", "name": "LLECE: Mean performance on the mathematics scale for 3rd grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 3rd grade mathematics assessment. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.MAT3.0", "name": "LLECE: 3rd grade students by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.0.FE", "name": "LLECE: Female 3rd grade students by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade female students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.0.MA", "name": "LLECE: Male 3rd grade students by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade male students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.1", "name": "LLECE: 3rd grade students by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.1.FE", "name": "LLECE: Female 3rd grade students by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade female students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.1.MA", "name": "LLECE: Male 3rd grade students by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade male students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.2", "name": "LLECE: 3rd grade students by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object\u2019s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.2.FE", "name": "LLECE: Female 3rd grade students by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade female students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object\u2019s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.2.MA", "name": "LLECE: Male 3rd grade students by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade male students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object\u2019s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.3", "name": "LLECE: 3rd grade students by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.3.FE", "name": "LLECE: Female 3rd grade students by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade female students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.3.MA", "name": "LLECE: Male 3rd grade students by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade male students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.4", "name": "LLECE: 3rd grade students by mathematics proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.4.FE", "name": "LLECE: Female 3rd grade students by mathematics proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade female students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.4.MA", "name": "LLECE: Male 3rd grade students by mathematics proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade male students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.FE", "name": "LLECE: Mean performance on the mathematics scale for 3rd grade students, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 3rd grade mathematics assessment for female students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.MAT3.MA", "name": "LLECE: Mean performance on the mathematics scale for 3rd grade students, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 3rd grade mathematics assessment for male students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.MAT3.P10", "name": "LLECE: Distribution of 3rd Grade Mathematics Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.P25", "name": "LLECE: Distribution of 3rd Grade Mathematics Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.P50", "name": "LLECE: Distribution of 3rd Grade Mathematics Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.P75", "name": "LLECE: Distribution of 3rd Grade Mathematics Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT3.P90", "name": "LLECE: Distribution of 3rd Grade Mathematics Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT4", "name": "LLECE: Mean performance on the mathematics scale for 4th grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 4th grade mathematics assessment. 1997 means were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.MAT4.P10", "name": "LLECE: Distribution of 4th Grade Mathematics Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT4.P25", "name": "LLECE: Distribution of 4th Grade Mathematics Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT4.P50", "name": "LLECE: Distribution of 4th Grade Mathematics Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT4.P75", "name": "LLECE: Distribution of 4th Grade Mathematics Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT4.P90", "name": "LLECE: Distribution of 4th Grade Mathematics Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6", "name": "LLECE: Mean performance on the mathematics scale for 6th grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 6th grade mathematics assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.MAT6.0", "name": "LLECE: 6th grade students by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.0.FE", "name": "LLECE: Female 6th grade students by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.0.MA", "name": "LLECE: Male 6th grade students by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.1", "name": "LLECE: 6th grade students by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.1.FE", "name": "LLECE: Female 6th grade students by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.1.MA", "name": "LLECE: Male 6th grade students by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.2", "name": "LLECE: 6th grade students by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.2.FE", "name": "LLECE: Female 6th grade students by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.2.MA", "name": "LLECE: Male 6th grade students by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.3", "name": "LLECE: 6th grade students by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.3.FE", "name": "LLECE: Female 6th grade students by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.3.MA", "name": "LLECE: Male 6th grade students by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.4", "name": "LLECE: 6th grade students by mathematics proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.4.FE", "name": "LLECE: Female 6th grade students by mathematics proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.4.MA", "name": "LLECE: Male 6th grade students by mathematics proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.FE", "name": "LLECE: Mean performance on the mathematics scale for 6th grade students, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 6th grade mathematics assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.MAT6.MA", "name": "LLECE: Mean performance on the mathematics scale for 6th grade students, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 6th grade mathematics assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.MAT6.P10", "name": "LLECE: Distribution of 6th Grade Mathematics Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.P25", "name": "LLECE: Distribution of 6th Grade Mathematics Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.P50", "name": "LLECE: Distribution of 6th Grade Mathematics Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.P75", "name": "LLECE: Distribution of 6th Grade Mathematics Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.MAT6.P90", "name": "LLECE: Distribution of 6th Grade Mathematics Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3", "name": "LLECE: Mean performance on the reading scale for 3rd grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 3rd grade reading assessment. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.REA3.0", "name": "LLECE: 3rd grade students by reading proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.0.FE", "name": "LLECE: Female 3rd grade students by reading proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade female students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.0.MA", "name": "LLECE: Male 3rd grade students by reading proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade male students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.1", "name": "LLECE: 3rd grade students by reading proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.1.FE", "name": "LLECE: Female 3rd grade students by reading proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade female students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.1.MA", "name": "LLECE: Male 3rd grade students by reading proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade male students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.2", "name": "LLECE: 3rd grade students by reading proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) Discriminate words with a single meaning; 3) Recognize simple sentence reformulations; and 4) Recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.2.FE", "name": "LLECE: Female 3rd grade students by reading proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade female students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.2.MA", "name": "LLECE: Male 3rd grade students by reading proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade male students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.3", "name": "LLECE: 3rd grade students by reading proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.3.FE", "name": "LLECE: Female 3rd grade students by reading proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade female students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.3.MA", "name": "LLECE: Male 3rd grade students by reading proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade male students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.4", "name": "LLECE: 3rd grade students by reading proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.4.FE", "name": "LLECE: Female 3rd grade students by reading proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade female students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.4.MA", "name": "LLECE: Male 3rd grade students by reading proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 3rd grade male students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.FE", "name": "LLECE: Mean performance on the reading scale for 3rd grade students, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 3rd grade reading assessment for female students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.REA3.MA", "name": "LLECE: Mean performance on the reading scale for 3rd grade students, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 3rd grade reading assessment for male students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.REA3.P10", "name": "LLECE: Distribution of 3rd Grade Reading Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.P25", "name": "LLECE: Distribution of 3rd Grade Reading Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.P50", "name": "LLECE: Distribution of 3rd Grade Reading Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.P75", "name": "LLECE: Distribution of 3rd Grade Reading Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA3.P90", "name": "LLECE: Distribution of 3rd Grade Reading Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA4", "name": "LLECE: Mean performance on the reading scale for 4th grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 4th grade reading assessment. 1997 means were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.REA4.P10", "name": "LLECE: Distribution of 4th Grade Reading Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA4.P25", "name": "LLECE: Distribution of 4th Grade Reading Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA4.P50", "name": "LLECE: Distribution of 4th Grade Reading Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA4.P75", "name": "LLECE: Distribution of 4th Grade Reading Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA4.P90", "name": "LLECE: Distribution of 4th Grade Reading Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6", "name": "LLECE: Mean performance on the reading scale for 6th grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 6th grade reading assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.REA6.0", "name": "LLECE: 6th grade students by reading proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.0.FE", "name": "LLECE: Female 6th grade students by reading proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.0.MA", "name": "LLECE: Male 6th grade students by reading proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.1", "name": "LLECE: 6th grade students by reading proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.1.FE", "name": "LLECE: Female 6th grade students by reading proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.1.MA", "name": "LLECE: Male 6th grade students by reading proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.2", "name": "LLECE: 6th grade students by reading proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.2.FE", "name": "LLECE: Female 6th grade students by reading proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.2.MA", "name": "LLECE: Male 6th grade students by reading proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.3", "name": "LLECE: 6th grade students by reading proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.3.FE", "name": "LLECE: Female 6th grade students by reading proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.3.MA", "name": "LLECE: Male 6th grade students by reading proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.4", "name": "LLECE: 6th grade students by reading proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.4.FE", "name": "LLECE: Female 6th grade students by reading proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.4.MA", "name": "LLECE: Male 6th grade students by reading proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.FE", "name": "LLECE: Mean performance on the reading scale for 6th grade students, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 6th grade reading assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.REA6.MA", "name": "LLECE: Mean performance on the reading scale for 6th grade students, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 6th grade reading assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.REA6.P10", "name": "LLECE: Distribution of 6th Grade Reading Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.P25", "name": "LLECE: Distribution of 6th Grade Reading Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.P50", "name": "LLECE: Distribution of 6th Grade Reading Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.P75", "name": "LLECE: Distribution of 6th Grade Reading Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.REA6.P90", "name": "LLECE: Distribution of 6th Grade Reading Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6", "name": "LLECE: Mean performance on the science scale for 6th grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 6th grade science assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.SCI6.0", "name": "LLECE: 6th grade students by science proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students below the lowest proficiency level (scoring below 351.31) on the LLECE science scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.0.FE", "name": "LLECE: Female 6th grade students by science proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students below the lowest proficiency level (scoring below 351.31) on the LLECE science scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.0.MA", "name": "LLECE: Male 6th grade students by science proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students below the lowest proficiency level (scoring below 351.31) on the LLECE science scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.1", "name": "LLECE: 6th grade students by science proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.1.FE", "name": "LLECE: Female 6th grade students by science proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.1.MA", "name": "LLECE: Male 6th grade students by science proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.2", "name": "LLECE: 6th grade students by science proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.2.FE", "name": "LLECE: Female 6th grade students by science proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.2.MA", "name": "LLECE: Male 6th grade students by science proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.3", "name": "LLECE: 6th grade students by science proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.3.FE", "name": "LLECE: Female 6th grade students by science proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.3.MA", "name": "LLECE: Male 6th grade students by science proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.4", "name": "LLECE: 6th grade students by science proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.4.FE", "name": "LLECE: Female 6th grade students by science proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.4.MA", "name": "LLECE: Male 6th grade students by science proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.FE", "name": "LLECE: Mean performance on the science scale for 6th grade students, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 6th grade science assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.SCI6.MA", "name": "LLECE: Mean performance on the science scale for 6th grade students, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score on the 6th grade science assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.LLECE.SCI6.P10", "name": "LLECE: Distribution of 6th Grade Science Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.P25", "name": "LLECE: Distribution of 6th Grade Science Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.P50", "name": "LLECE: Distribution of 6th Grade Science Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.P75", "name": "LLECE: Distribution of 6th Grade Science Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.LLECE.SCI6.P90", "name": "LLECE: Distribution of 6th Grade Science Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/", "sourceOrganization": "Latin American Laboratory for Assessment of the Quality of Education (LLECE)", "topics": []}
{"id": "LO.PASEC.FRE.P05", "name": "PASEC: Distribution of 5th Grade French Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.FRE.P10", "name": "PASEC: Distribution of 5th Grade French Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.FRE.P25", "name": "PASEC: Distribution of 5th Grade French Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.FRE.P50", "name": "PASEC: Distribution of 5th Grade French Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.FRE.P75", "name": "PASEC: Distribution of 5th Grade French Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.FRE.P90", "name": "PASEC: Distribution of 5th Grade French Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.FRE.P95", "name": "PASEC: Distribution of 5th Grade French Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.FRE5", "name": "PASEC: Mean performance on the French language scale (100 points) for 5th grade students. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean percentage correct for 5th grade students on the French language exam. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.FRE5.FE", "name": "PASEC: Mean performance on the French language scale (100 points) for 5th grade students. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean percentage correct for 5th grade female students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo, and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.FRE5.HIG", "name": "PASEC: 5th grade students above the Knowledge Base Rate on the French language scale (above 40% of answers correct) (%), total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.FRE5.HIG.FE", "name": "PASEC: 5th grade students above the Knowledge Base Rate on the French language scale (above 40% of answers correct) (%), female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of female students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.FRE5.HIG.MA", "name": "PASEC: 5th grade students above the Knowledge Base Rate on the French language scale (above 40% of answers correct) (%), male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of male students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.FRE5.LO", "name": "PASEC: 5th grade students at the lowest level of proficiency on the French language scale (less than 25% of answers correct) (%), total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.FRE5.LO.FE", "name": "PASEC: 5th grade students at the lowest level of proficiency on the French language scale (less than 25% of answers correct) (%), female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of female students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.FRE5.LO.MA", "name": "PASEC: 5th grade students at the lowest level of proficiency on the French language scale (less than 25% of answers correct) (%), male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of male students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.FRE5.MA", "name": "PASEC: Mean performance on the French language scale (100 points) for 5th grade students. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean percentage correct for 5th male grade students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.MAT.2", "name": "PASEC: Mean performance on the mathematics scale for 2nd grade students. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 2 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.ADD1", "name": "PASEC: Percentage of 2nd grade students correcting answering the addition problem: 8+5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.ADD2", "name": "PASEC: Percentage of 2nd grade students correcting answering the addition problem: 14+23", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.ADD3", "name": "PASEC: Percentage of 2nd grade students correcting answering the addition problem: 39+26", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.CNT.0T60", "name": "PASEC: Distribution of 2nd grade students by last number reached when counting out loud. 0 to 60", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who could not reach 61 when counting out loud. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.CNT.61T80", "name": "PASEC: Distribution of 2nd grade students by last number reached when counting out loud. 61 to 80", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who counted to at least 61 but not beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.CNT.80UP", "name": "PASEC: Distribution of 2nd grade students by last number reached when counting out loud. 80+", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who could count beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.FE", "name": "PASEC: Mean performance on the mathematics scale for 2nd grade students. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of female Grade 2 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.L0", "name": "PASEC: 2nd grade students by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students scoring below 400.3 on the PASEC mathematics scale. Pupils below level 1 do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.L1", "name": "PASEC: 2nd grade students by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students scoring at least 400.3 but lower than 489 on the PASEC mathematics scale. Students at Level 1 have not passed the Sufficient Competency Threshold, but they have developed their knowledge of the mathematical language and mastered the first concepts of quantity (quantification, comparison) with objects and numbers under twenty. They can appraise the relative size of objects, recognize simple geometric shapes. They have developed an awareness of the first concepts of spatial orientation (inside, outside). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.L2", "name": "PASEC: 2nd grade students by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students scoring at least 489 but lower than 577.7 on the PASEC mathematics scale. Students at Level 2 have passed the Sufficient Competency Threshold. Pupils can recognize numbers up to one hundred, compare them, complete logical series and perform operations (sums and subtractions) with numbers under fifty. They have developed awareness of spatial orientation (below, above, beside). They have begun to develop an ability to solve basic problems with numbers under twenty using reasoning skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.L3", "name": "PASEC: 2nd grade students by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students scoring at least 577.7 on the PASEC mathematics scale. Students at Level 3 have passed the Sufficient Competency Threshold. Students at this level have mastered the oral number sequence (counting up to sixty in two minutes) and are able to compare numbers, complete logical series and perform operations (sums and subtractions) with numbers over fifty. They can solve basic problems with numbers under twenty using reasoning skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.MA", "name": "PASEC: Mean performance on the mathematics scale for 2nd grade students. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of male Grade 2 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.MG.GAP", "name": "PASEC: Average performance gap between 2nd grade students in multigrade and standard classes. Mathematics", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.NPP", "name": "PASEC: Mean performance on the mathematics scale for 2nd grade students who did not attend pre-primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 2 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.P05", "name": "PASEC: Distribution of 2nd grade mathematics scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.P1", "name": "PASEC: Distribution of 2nd grade mathematics scores: 1st Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.P10", "name": "PASEC: Distribution of 2nd grade mathematics scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.P25", "name": "PASEC: Distribution of 2nd grade mathematics scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.P50", "name": "PASEC: Distribution of 2nd grade mathematics scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.P75", "name": "PASEC: Distribution of 2nd grade mathematics scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.P90", "name": "PASEC: Distribution of 2nd grade mathematics scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.P95", "name": "PASEC: Distribution of 2nd grade mathematics scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.P99", "name": "PASEC: Distribution of 2nd grade mathematics scores: 99th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.PP", "name": "PASEC: Mean performance on the mathematics scale for 2nd grade students who attended pre-primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 2 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.PP.GAP", "name": "PASEC: Average performance gap between 2nd grade students who attended/did not attend pre-primary education. Mathematics", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.PRI.GAP", "name": "PASEC: Average performance gap between 2nd grade students in private and public education. Mathematics", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference between pupil scores in private and public educational institutions controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils\u2019 scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.RU.GAP", "name": "PASEC: Average performance gap between 2nd grade students in rural and urban areas. Mathematics", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference between pupil scores in rural and urban areas controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils\u2019 scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.SUB1", "name": "PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 13-7", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.SUB2", "name": "PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 34-11", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.2.SUB3", "name": "PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 50-18", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6", "name": "PASEC: Mean performance on the mathematics scale for 6th grade students. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 6 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.FE", "name": "PASEC: Mean performance on the mathematics scale for 6th grade students. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of female Grade 6 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.L0", "name": "PASEC: 6th grade students by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 6th grade students who scored below 433.3 on the PASEC mathematics scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; these pupils do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.L1", "name": "PASEC: 6th grade students by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 6th grade students scoring higher than 433.3 but below 521.5 on the PASEC mathematics scale. Students at Level 1 have not reached the Sufficient Competency Threshold, but they can answer very brief questions by calling upon factual knowledge or a specific procedure. In arithmetic, they are able to carry out the four basic operations with whole numbers. In measurement, they recognize the length measurement unit: the meter. In geometry, they are able to orientate themselves in space by identifying directions and positions and by reading coordinates on a graph. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.L2", "name": "PASEC: 6th grade students by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 6th grade students scoring higher than 521.5 but below 609.6 on the PASEC mathematics scale. Students at Level 2 have reached the Sufficient Competency Threshold, and are able to answer brief arithmetic, measurement and geometry questions by resorting to the three assessed processes: knowing, applying and reasoning. Some questions call on factual knowledge or a scientific approach; others require analysis of a situation prior to determining the appropriate approach. In arithmetic, students can perform operations with decimal numbers and can also solve familiar problems by analyzing the wording of the question or extracting data from a double-entry table. They know how to complete logical series with decimal numbers or fractions. In measurement, pupils can tell the time and convert units of measurement with or without a conversion table. They are also able to solve arithmetic problems involving operations with units of length or days, hours and minutes. In geometry, pupils know the names of certain solids, basic geometric shapes and some characteristic lines (diagonal, median). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.L3", "name": "PASEC: 6th grade students by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 6th grade students scoring at least 609.6 on the PASEC mathematics scale. Students at Level 3 have reached the Sufficient Competency Threshold. They are able to answer arithmetic and measurement questions that require them to analyze situations and decide on the appropriate approach. In arithmetic, they can solve problems involving fractions or decimal numbers, and in measurement, they can solve problems involving surface area or perimeter calculations. Pupils can find data on a diagram prior to calculating distances. They are also able to perform calculations and conversions involving hours, minutes and seconds. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.MA", "name": "PASEC: Mean performance on the mathematics scale for 6th grade students. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of male Grade 6 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.MG.GAP", "name": "PASEC: Average performance gap between 6th grade students in multigrade and standard classes. Mathematics", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.NPP", "name": "PASEC: Mean performance on the mathematics scale for 6th grade students who did not attend pre-primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 6 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.P05", "name": "PASEC: Distribution of 6th grade mathematics scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.P1", "name": "PASEC: Distribution of 6th grade mathematics scores: 1st Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.P10", "name": "PASEC: Distribution of 6th grade mathematics scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.P25", "name": "PASEC: Distribution of 6th grade mathematics scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.P50", "name": "PASEC: Distribution of 6th grade mathematics scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.P75", "name": "PASEC: Distribution of 6th grade mathematics scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.P90", "name": "PASEC: Distribution of 6th grade mathematics scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.P95", "name": "PASEC: Distribution of 6th grade mathematics scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.P99", "name": "PASEC: Distribution of 6th grade mathematics scores: 99th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.PP", "name": "PASEC: Mean performance on the mathematics scale for 6th grade students who attended pre-primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.PP.GAP", "name": "PASEC: Average performance gap between 6th grade students who attended/did not attend pre-primary education. Mathematics", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.PRI.GAP", "name": "PASEC: Average performance gap between 6th grade students in private and public education. Mathematics", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils\u2019 scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.6.RU.GAP", "name": "PASEC: Average performance gap between 6th grade students in rural and urban areas. Mathematics", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils\u2019 scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.P05", "name": "PASEC: Distribution of 5th Grade Mathematics Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.P10", "name": "PASEC: Distribution of 5th Grade Mathematics Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.P25", "name": "PASEC: Distribution of 5th Grade Mathematics Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{}]}
{"id": "LO.PASEC.MAT.P50", "name": "PASEC: Distribution of 5th Grade Mathematics Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.P75", "name": "PASEC: Distribution of 5th Grade Mathematics Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.P90", "name": "PASEC: Distribution of 5th Grade Mathematics Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT.P95", "name": "PASEC: Distribution of 5th Grade Mathematics Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.MAT5", "name": "PASEC: Mean performance on the mathematics scale (100 points) for 5th grade students. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean percentage correct for 5th grade students on the mathematics exam. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.MAT5.FE", "name": "PASEC: Mean performance on the mathematics scale (100 points) for 5th grade students. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean percentage correct for female 5th grade students on the mathematics exam. Average differences are only significant between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi, Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.MAT5.HIG", "name": "PASEC: 5th grade students above the Knowledge Base Rate on the mathematics scale (above 40% of answers correct) (%), total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.MAT5.HIG.FE", "name": "PASEC: 5th grade students above the Knowledge Base Rate on the mathematics scale (above 40% of answers correct) (%), female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of female students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.MAT5.HIG.MA", "name": "PASEC: 5th grade students above the Knowledge Base Rate on the mathematics scale (above 40% of answers correct) (%), male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of male students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.MAT5.LO", "name": "PASEC: 5th grade students at the lowest level of proficiency on the mathematics scale (less than 25% of answers correct) (%), total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.MAT5.LO.FE", "name": "PASEC: 5th grade students at the lowest level of proficiency on the mathematics scale (less than 25% of answers correct) (%), female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of female students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.MAT5.LO.MA", "name": "PASEC: 5th grade students at the lowest level of proficiency on the mathematics scale (less than 25% of answers correct) (%), male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of male students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.MAT5.MA", "name": "PASEC: Mean performance on the mathematics scale (100 points) for 5th grade students. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean percentage correct for male 5th grade students on the mathematics exam. Average differences are only significant between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi, Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PASEC.REA.2", "name": "PASEC: Mean performance on the language scale for 2nd grade students. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.FE", "name": "PASEC: Mean performance on the language scale for 2nd grade students. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of female Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.L0", "name": "PASEC: 2nd grade students by language proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students scoring below 399.1 on the PASEC reading scale. Pupils below Level 1 do not display the competencies measured by the PASEC reading test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.L1", "name": "PASEC: 2nd grade students by language proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students scoring at least 399.1 but not higher than 469.5 on the PASEC reading scale. Students at proficiency level 1 are classified as Early Readers who have not reached the Sufficient Competency Threshold. Students at this level are able to understand very short and familiar oral messages to recognize familiar objects. They have great difficulty decoding written language and performing graphophonological identification (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.L2", "name": "PASEC: 2nd grade students by language proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students scoring at least 469.5 but not higher than 540 on the PASEC reading scale. Students at proficiency level 2 are classified as Emerging Readers who have not reached the Sufficient Competency Threshold. These students are in the process of developing the first basic links between the oral and written language. They can perform basic graphophonological decoding, recognition and identification tasks (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.L3", "name": "PASEC: 2nd grade students by language proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students scoring at least 540 but not higher than 610.4 on the PASEC reading scale. Students at proficiency level 3 are classified as Novice Readers who have reached the Sufficient Competency Threshold. These students have demonstrated their skills at written language decoding, listening comprehension and reading comprehension. They are able to identify the meaning of isolated words in reading comprehension, and in listening comprehension, they are able to understand explicit information in a short passage containing familiar vocabulary. They have developed links between oral and written language thus improving their decoding skills and expanding their vocabulary. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.L4", "name": "PASEC: 2nd grade students by language proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students scoring at least 610.4 on the PASEC reading scale. Students at proficiency level 4 are classified as Intermediate Readers who have reached the Sufficient Competency Threshold. These students have acquired written language decoding and listening comprehension competencies that enable them to understand explicit information in words, sentences and short passages. They can combine their decoding skills and their mastery of the oral language to grasp the literal meaning of a short passage. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.LTR.0T5", "name": "PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 0 to 5 Letters", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who accurately read 5 or less letters per minute on the PASEC reading assessment. Pupils\u2019 ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.LTR.11T20", "name": "PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 11 to 20 Letters", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who accurately read 11 to 20 letters per minute on the PASEC reading assessment. Pupils\u2019 ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.LTR.20UP", "name": "PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 20+ Letters", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who accurately read more than 20 letters per minute on the PASEC reading assessment. Pupils\u2019 ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.LTR.6T10", "name": "PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 6 to 10 Letters", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who accurately read 6 to 10 letters per minute on the PASEC reading assessment. Pupils\u2019 ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.MA", "name": "PASEC: Mean performance on the language scale for 2nd grade students. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of male Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.MG.GAP", "name": "PASEC: Average performance gap between 2nd grade students in multigrade and standard classes. Language", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.NPP", "name": "PASEC: Mean performance on the language scale for 2nd grade students who did not attend pre-primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 2 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.P05", "name": "PASEC: Distribution of 2nd grade language scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.P1", "name": "PASEC: Distribution of 2nd grade language scores: 1st Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.P10", "name": "PASEC: Distribution of 2nd grade language scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.P25", "name": "PASEC: Distribution of 2nd grade language scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.P50", "name": "PASEC: Distribution of 2nd grade language scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.P75", "name": "PASEC: Distribution of 2nd grade language scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.P90", "name": "PASEC: Distribution of 2nd grade language scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.P95", "name": "PASEC: Distribution of 2nd grade language scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.P99", "name": "PASEC: Distribution of 2nd grade language scores: 99th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.PP", "name": "PASEC: Mean performance on the language scale for 2nd grade students who attended pre-primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 2 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.PP.GAP", "name": "PASEC: Average performance gap between 2nd grade students who attended/did not attend pre-primary education. Language", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.PRI.GAP", "name": "PASEC: Average performance gap between 2nd grade students in private and public education. Language", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference between pupil scores in private and public educational institutions controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils\u2019 scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.RU.GAP", "name": "PASEC: Average performance gap between 2nd grade students in rural and urban areas. Language", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference between pupil scores in rural and urban areas controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils\u2019 scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.WRD.0", "name": "PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 0 Words", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who accurately read zero words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.WRD.11T20", "name": "PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 11 to 20 Words", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who accurately read 11 to 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.WRD.1T5", "name": "PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 1 to 5 Words", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who accurately read 1 to 5 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.WRD.20UP", "name": "PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 20+ Words", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who accurately read more than 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.2.WRD.6T10", "name": "PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 6 to 10 Words", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 2nd grade students who accurately read 6 to 10 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6", "name": "PASEC: Mean performance on the reading scale for 6th grade students. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.FE", "name": "PASEC: Mean performance on the reading scale for 6th grade students. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of female Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.L0", "name": "PASEC: 6th grade students by reading proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 6th grade students scoring below 365 on the PASEC reading scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; Pupils at this level do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.L1", "name": "PASEC: 6th grade students by reading proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 6th grade students scoring higher than 365 but lower than 441.7 on the PASEC reading scale. Students at level 1 have not achieved the Sufficient Competency Threshold. They have developed decoding skills and can draw on them to understand isolated words taken from their everyday lives but are in difficulty when it comes to understanding the meaning of short and simple texts. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.L2", "name": "PASEC: 6th grade students by reading proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 6th grade students scoring higher than 441.7 but lower than 518.4 on the PASEC reading scale. Students at level 2 have not achieved the Sufficient Competency Threshold, but they can draw on their orthographic decoding skills to identify and understand isolated words taken from their everyday lives. They are also able to paraphrase explicit information from a text and locate information in short and medium length texts by identifying clues in the text and questions. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.L3", "name": "PASEC: 6th grade students by reading proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 6th grade students scoring higher than 518.4 but lower than 595.1 on the PASEC reading scale. Students at level 3 have achieved the Sufficient Competency Threshold. They are able to combine two pieces of explicit information from a document and carry out simple inferences in a narrative or informative text. They can extract implicit information from written material while giving meaning to implicit connectors, anaphora or referents. Students can also locate explicit information in long texts and discontinuous documents. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.L4", "name": "PASEC: 6th grade students by reading proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of 6th grade students scoring higher than 595.1 on the PASEC reading scale. Students at level 4 have achieved the Sufficient Competency Threshold and have an overall understanding of narrative passages, informative texts and documents. They are able to interpret several implicit ideas in these texts while drawing from their experience and knowledge. When reading literary texts, pupils can to identify the author\u2019s intention, determine implicit meaning and interpret characters\u2019 feelings. When reading informative texts and documents, they can connect information and compare data prior to using it. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.MA", "name": "PASEC: Mean performance on the reading scale for 6th grade students. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of male Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.MG.GAP", "name": "PASEC: Average performance gap between 6th grade students in multigrade and standard classes. Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.NPP", "name": "PASEC: Mean performance on the reading scale for 6th grade students who did not attend pre-primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 6 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.P05", "name": "PASEC: Distribution of 6th grade reading scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.P1", "name": "PASEC: Distribution of 6th grade reading scores: 1st Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.P10", "name": "PASEC: Distribution of 6th grade reading scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.P25", "name": "PASEC: Distribution of 6th grade reading scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.P50", "name": "PASEC: Distribution of 6th grade reading scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.P75", "name": "PASEC: Distribution of 6th grade reading scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.P90", "name": "PASEC: Distribution of 6th grade reading scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.P95", "name": "PASEC: Distribution of 6th grade reading scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.P99", "name": "PASEC: Distribution of 6th grade reading scores: 99th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.PP", "name": "PASEC: Mean performance on the reading scale for 6th grade students who attended pre-primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.PP.GAP", "name": "PASEC: Average performance gap between 6th grade students who attended/did not attend pre-primary education. Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.PRI.GAP", "name": "PASEC: Average performance gap between 6th grade students in private and public education. Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils\u2019 scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PASEC.REA.6.RU.GAP", "name": "PASEC: Average performance gap between 6th grade students in rural and urban areas. Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils\u2019 scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/", "sourceOrganization": "Programme d'Analyse des Syst\u00e8mes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/", "topics": []}
{"id": "LO.PIAAC.LIT", "name": "PIAAC: Mean Adult Literacy Proficiency. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one\u2019s goals, and to develop one\u2019s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.1", "name": "PIAAC: Adults by literacy proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.2", "name": "PIAAC: Adults by literacy proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.3", "name": "PIAAC: Adults by literacy proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.4", "name": "PIAAC: Adults by literacy proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.5", "name": "PIAAC: Adults by literacy proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.BE", "name": "PIAAC: Adults by literacy proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.FE", "name": "PIAAC: Mean Adult Literacy Proficiency. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one\u2019s goals, and to develop one\u2019s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.FE.1", "name": "PIAAC: Female adults by literacy proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.FE.2", "name": "PIAAC: Female adults by literacy proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.FE.3", "name": "PIAAC: Female adults by literacy proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.FE.4", "name": "PIAAC: Female adults by literacy proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.FE.45", "name": "PIAAC: Female adults by literacy proficiency level (%). Level 4 & 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. Tasks at level 5 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.FE.5", "name": "PIAAC: Female adults by literacy proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.FE.BE", "name": "PIAAC: Female adults by literacy proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.MA", "name": "PIAAC: Mean Adult Literacy Proficiency. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one\u2019s goals, and to develop one\u2019s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.MA.1", "name": "PIAAC: Male adults by literacy proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.MA.2", "name": "PIAAC: Male adults by literacy proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.MA.3", "name": "PIAAC: Male adults by literacy proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.MA.4", "name": "PIAAC: Male adults by literacy proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.MA.45", "name": "PIAAC: Male adults by literacy proficiency level (%). Level 4 & 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. Tasks at level 5 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.MA.5", "name": "PIAAC: Male adults by literacy proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.MA.BE", "name": "PIAAC: Male adults by literacy proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.P05", "name": "PIAAC: Distribution of Adult Literacy Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.P10", "name": "PIAAC: Distribution of Adult Literacy Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.P25", "name": "PIAAC: Distribution of Adult Literacy Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.P50", "name": "PIAAC: Distribution of Adult Literacy Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.P75", "name": "PIAAC: Distribution of Adult Literacy Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.P90", "name": "PIAAC: Distribution of Adult Literacy Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.P95", "name": "PIAAC: Distribution of Adult Literacy Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.YOU", "name": "PIAAC: Mean Young Adult Literacy Proficiency. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one\u2019s goals, and to develop one\u2019s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population was the non institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.YOU.1", "name": "PIAAC: Young adults by literacy proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": [{}]}
{"id": "LO.PIAAC.LIT.YOU.2", "name": "PIAAC: Young adults by literacy proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.YOU.3", "name": "PIAAC: Young adults by literacy proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.YOU.4", "name": "PIAAC: Young adults by literacy proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.YOU.45", "name": "PIAAC: Young adults by literacy proficiency level (%). Level 4 & 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. Tasks at level 5 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.YOU.5", "name": "PIAAC: Young adults by literacy proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.YOU.BE", "name": "PIAAC: Young adults by literacy proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.YOU.FE", "name": "PIAAC: Mean Young Adult Literacy Proficiency. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one\u2019s goals, and to develop one\u2019s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population was the non institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.LIT.YOU.MA", "name": "PIAAC: Mean Young Adult Literacy Proficiency. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one\u2019s goals, and to develop one\u2019s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population was the non institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM", "name": "PIAAC: Mean Adult Numeracy Proficiency. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.1", "name": "PIAAC: Adults by numeracy proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.2", "name": "PIAAC: Adults by numeracy proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.3", "name": "PIAAC: Adults by numeracy proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.4", "name": "PIAAC: Adults by numeracy proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.5", "name": "PIAAC: Adults by numeracy proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.BE", "name": "PIAAC: Adults by numeracy proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.FE", "name": "PIAAC: Mean Adult Numeracy Proficiency. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.FE.1", "name": "PIAAC: Female adults by numeracy proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.FE.2", "name": "PIAAC: Female adults by numeracy proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.FE.3", "name": "PIAAC: Female adults by numeracy proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.FE.4", "name": "PIAAC: Female adults by numeracy proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.FE.45", "name": "PIAAC: Female adults by numeracy proficiency level (%). Level 4 & 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices.  Tasks at level 5 require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.FE.5", "name": "PIAAC: Female adults by numeracy proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.FE.BE", "name": "PIAAC: Female adults by numeracy proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.MA", "name": "PIAAC: Mean Adult Numeracy Proficiency. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.MA.1", "name": "PIAAC: Male adults by numeracy proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.MA.2", "name": "PIAAC: Male adults by numeracy proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.MA.3", "name": "PIAAC: Male adults by numeracy proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.MA.4", "name": "PIAAC: Male adults by numeracy proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.MA.45", "name": "PIAAC: Male adults by numeracy proficiency level (%). Level 4 & 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices.  Tasks at level 5 require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.MA.5", "name": "PIAAC: Male adults by numeracy proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.MA.BE", "name": "PIAAC: Male adults by numeracy proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.P05", "name": "PIAAC: Distribution of Adult Numeracy Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.P10", "name": "PIAAC: Distribution of Adult Numeracy Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.P25", "name": "PIAAC: Distribution of Adult Numeracy Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.P50", "name": "PIAAC: Distribution of Adult Numeracy Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.P75", "name": "PIAAC: Distribution of Adult Numeracy Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.P90", "name": "PIAAC: Distribution of Adult Numeracy Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.P95", "name": "PIAAC: Distribution of Adult Numeracy Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.YOU", "name": "PIAAC: Mean Young Adult Numeracy Proficiency. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.YOU.1", "name": "PIAAC: Young adults by numeracy proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.YOU.2", "name": "PIAAC: Young adults by numeracy proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.YOU.3", "name": "PIAAC: Young adults by numeracy proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.YOU.4", "name": "PIAAC: Young adults by numeracy proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.YOU.45", "name": "PIAAC: Young adults by numeracy proficiency level (%). Level 4 & 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices.  Tasks at level 5 require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.YOU.5", "name": "PIAAC: Young adults by numeracy proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.YOU.BE", "name": "PIAAC: Young adults by numeracy proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.YOU.FE", "name": "PIAAC: Mean Young Adult Numeracy Proficiency. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.NUM.YOU.MA", "name": "PIAAC: Mean Young Adult Numeracy Proficiency. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.1", "name": "PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.2", "name": "PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.3", "name": "PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.BE", "name": "PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.FAIL", "name": "PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Failed the ICT Core Test", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Adults in this category had prior computer experience but failed the ICT core test, which assesses basic ICT skills, such as the capacity to use a mouse or scroll through a web page, needed to take the computer-based assessment. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.FE.1", "name": "PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.FE.2", "name": "PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.FE.3", "name": "PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.FE.BE", "name": "PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.FE.FAIL", "name": "PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Failed ICT Core Test", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults who had prior computer experience but failed the ICT core test, which assesses the basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.FE.FAILNO", "name": "PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). No computer experience or failed the ICT core test", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults who either 1) reported having no prior computer experience or 2) had prior computer experience but failed the ICT core test, which assesses basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. This group of adults did not take part in the computer-based assessment and instead took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.FE.NO", "name": "PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). No computer experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults who reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.FE.OPT", "name": "PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Opted out of computer-based assessment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female adults who opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They also did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.MA.1", "name": "PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.MA.2", "name": "PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.MA.3", "name": "PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.MA.BE", "name": "PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.MA.FAIL", "name": "PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Failed ICT Core Test", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults who had prior computer experience but failed the ICT core test, which assesses the basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.MA.FAILNO", "name": "PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). No computer experience or failed the ICT core test", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults who either 1) reported having no prior computer experience or 2) had prior computer experience but failed the ICT core test, which assesses basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. This group of adults did not take part in the computer-based assessment and instead took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.MA.NO", "name": "PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). No computer experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults who reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.MA.OPT", "name": "PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Opted out of computer-based assessment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male adults who opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They also did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.NO", "name": "PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). No computer experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Adults in this category reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.OPT", "name": "PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Opted out of computer-based assessment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Adults in this category opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They also did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.P05", "name": "PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.P10", "name": "PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.P25", "name": "PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.P50", "name": "PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.P75", "name": "PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.P90", "name": "PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.P95", "name": "PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.YOU.1", "name": "PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.YOU.2", "name": "PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.YOU.3", "name": "PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.YOU.BE", "name": "PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.YOU.FAIL", "name": "PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Failed ICT Core Test", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults who had prior computer experience but failed the ICT core test, which assesses basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.YOU.FAILNO", "name": "PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). No computer experience or failed the ICT core test", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults who either 1) reported having no prior computer experience or 2) had prior computer experience but failed the ICT core test, which assesses basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. This group of adults did not take part in the computer-based assessment and instead took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.YOU.NO", "name": "PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). No computer experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults who reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIAAC.TEC.YOU.OPT", "name": "PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Opted out of computer-based assessment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young (age 16-24) adults who opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/", "sourceOrganization": "OECD Programme for the International Assessment of Adult Competencies (PIAAC)", "topics": []}
{"id": "LO.PIRLS.REA", "name": "PIRLS: Mean performance on the reading scale, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean performance on the reading scale for fourth grade students. Total is the average scale score for fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PIRLS.REA.ADV", "name": "PIRLS: Fourth grade students reaching the advanced international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Fourth grade students reaching the advanced international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 625 on the reading assessment. When reading Literary Texts, students at the advanced international benchmarking level can: A) Integrate ideas and evidence across a text to appreciate overall themes, and B) Interpret story events and character actions to provide reasons, motivations, feelings, and character traits with full text-based support. When reading Informational Texts, students at the advanced international benchmark can A) Distinguish and interpret complex information from different parts of text, and provide full text-based support, B) Integrate information across a text to provide explanations, interpret significance, and sequence activities, and C) Evaluate visual and textual features to explain their function. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called the \"Top 10% Benchmark\" (90th percentile score), which corresponded to a scale score of 615. The 2001 data in this database were recalculated based on a 625 Advanced Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PIRLS.REA.ADV.FE", "name": "PIRLS: Female 4th grade students reaching the advanced international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female 4th grade students reaching the advanced international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 625 on the reading assessment. When reading Literary Texts, students at the advanced international benchmarking level can: A) Integrate ideas and evidence across a text to appreciate overall themes, and B) Interpret story events and character actions to provide reasons, motivations, feelings, and character traits with full text-based support. When reading Informational Texts, students at the advanced international benchmark can A) Distinguish and interpret complex information from different parts of text, and provide full text-based support, B) Integrate information across a text to provide explanations, interpret significance, and sequence activities, and C) Evaluate visual and textual features to explain their function. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called the \"Top 10% Benchmark\" (90th percentile score), which corresponded to a scale score of 615. The 2001 data in this database were recalculated based on a 625 Advanced Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.ADV.MA", "name": "PIRLS: Male 4th grade students reaching the advanced international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male 4th grade students reaching the advanced international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 625 on the reading assessment. When reading Literary Texts, students at the advanced international benchmarking level can: A) Integrate ideas and evidence across a text to appreciate overall themes, and B) Interpret story events and character actions to provide reasons, motivations, feelings, and character traits with full text-based support. When reading Informational Texts, students at the advanced international benchmark can A) Distinguish and interpret complex information from different parts of text, and provide full text-based support, B) Integrate information across a text to provide explanations, interpret significance, and sequence activities, and C) Evaluate visual and textual features to explain their function. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called the \"Top 10% Benchmark\" (90th percentile score), which corresponded to a scale score of 615. The 2001 data in this database were recalculated based on a 625 Advanced Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.BL", "name": "PIRLS: Fourth grade students who did not reach the low international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Fourth grade students who did not reach the low international benchmark in reading achievement (%) is the share of fourth grade students who did not score at least 400 on the reading assessment. These figures were calculated by the World Bank EdStats team by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PIRLS.REA.BL.FE", "name": "PIRLS: Female 4th grade students who did not reach the low international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female 4th grade students who did not reach the low international benchmark in reading achievement (%) is the share of female 4th grade students who did not score at least 400 on the reading assessment. These figures were calculated by the World Bank EdStats team by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.BL.MA", "name": "PIRLS: Male 4th grade students who did not reach the low international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male 4th grade students who did not reach the low international benchmark in reading achievement (%) is the share of male 4th grade students who did not score at least 400 on the reading assessment. These figures were calculated by the World Bank EdStats team by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.FE", "name": "PIRLS: Mean performance on the reading scale, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean performance on the reading scale for fourth grade students. Female is the average scale score for female fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PIRLS.REA.HI", "name": "PIRLS: Fourth grade students reaching the high international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Fourth grade students reaching the high international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 550 on the reading assessment. When reading Literary Texts, students at the high benchmarking level can A) Locate and distinguish significant actions and details embedded across the text, B) Make inferences to explain relationships between intentions, actions, events, and feelings, and give text-based support, C) Interpret and integrate story events and character actions and traits from different parts of the text, D) Evaluate the significance of events and actions across the entire story, and E) Recognize the use of some language features (e.g., metaphor, tone, imagery). When reading Informational Texts, students at this benchmarking level can: A) Locate and distinguish relevant information within a dense text or a complex table, B) Make inferences about logical connections to provide explanations and reasons, C) Integrate textual and visual information to interpret the relationship between ideas, and D) Evaluate content and textual elements to make a generalization. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the \"Upper Quarter Benchmark\" or 75th percentile score, which corresponded to a scale score of 570. The 2001 data in this database were recalculated based on a 550 High Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PIRLS.REA.HI.FE", "name": "PIRLS: Female 4th grade students reaching the high international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female 4th grade students reaching the high international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 550 on the reading assessment. When reading Literary Texts, students at the high benchmarking level can A) Locate and distinguish significant actions and details embedded across the text, B) Make inferences to explain relationships between intentions, actions, events, and feelings, and give text-based support, C) Interpret and integrate story events and character actions and traits from different parts of the text, D) Evaluate the significance of events and actions across the entire story, and E) Recognize the use of some language features (e.g., metaphor, tone, imagery). When reading Informational Texts, students at this benchmarking level can: A) Locate and distinguish relevant information within a dense text or a complex table, B) Make inferences about logical connections to provide explanations and reasons, C) Integrate textual and visual information to interpret the relationship between ideas, and D) Evaluate content and textual elements to make a generalization. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the \"Upper Quarter Benchmark\" or 75th percentile score, which corresponded to a scale score of 570. The 2001 data in this database were recalculated based on a 550 High Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.HI.MA", "name": "PIRLS: Male 4th grade students reaching the high international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male 4th grade students reaching the high international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 550 on the reading assessment. When reading Literary Texts, students at the high benchmarking level can A) Locate and distinguish significant actions and details embedded across the text, B) Make inferences to explain relationships between intentions, actions, events, and feelings, and give text-based support, C) Interpret and integrate story events and character actions and traits from different parts of the text, D) Evaluate the significance of events and actions across the entire story, and E) Recognize the use of some language features (e.g., metaphor, tone, imagery). When reading Informational Texts, students at this benchmarking level can: A) Locate and distinguish relevant information within a dense text or a complex table, B) Make inferences about logical connections to provide explanations and reasons, C) Integrate textual and visual information to interpret the relationship between ideas, and D) Evaluate content and textual elements to make a generalization. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the \"Upper Quarter Benchmark\" or 75th percentile score, which corresponded to a scale score of 570. The 2001 data in this database were recalculated based on a 550 High Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.INT", "name": "PIRLS: Fourth grade students reaching the intermediate international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Fourth grade students reaching the intermediate international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 475 on the reading assessment. When reading Literary Texts, students at the intermediate benchmarking level can A) Retrieve and reproduce explicitly stated actions, events, and feelings, B) Make straightforward inferences about the attributes, feelings, and motivations of main characters, C) Interpret obvious reasons and causes and give simple explanations, and D) Begin to recognize language features and style. When reading Informational Texts, students at the informational level can A) Locate and reproduce two or three pieces of information from within the text, and B) Use subheadings, text boxes, and illustrations to locate parts of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the \"Median Benchmark\" (50th percentile score or median), which corresponded to a scale score of 510. The 2001 data in this database were recalculated based on a 475 Intermediate Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PIRLS.REA.INT.FE", "name": "PIRLS: Female 4th grade students reaching the intermediate international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female 4th grade students reaching the intermediate international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 475 on the reading assessment. When reading Literary Texts, students at the intermediate benchmarking level can A) Retrieve and reproduce explicitly stated actions, events, and feelings, B) Make straightforward inferences about the attributes, feelings, and motivations of main characters, C) Interpret obvious reasons and causes and give simple explanations, and D) Begin to recognize language features and style. When reading Informational Texts, students at the informational level can A) Locate and reproduce two or three pieces of information from within the text, and B) Use subheadings, text boxes, and illustrations to locate parts of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the \"Median Benchmark\" (50th percentile score or median), which corresponded to a scale score of 510. The 2001 data in this database were recalculated based on a 475 Intermediate Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.INT.MA", "name": "PIRLS: Male 4th grade students reaching the intermediate international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male 4th grade students reaching the intermediate international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 475 on the reading assessment. When reading Literary Texts, students at the intermediate benchmarking level can A) Retrieve and reproduce explicitly stated actions, events, and feelings, B) Make straightforward inferences about the attributes, feelings, and motivations of main characters, C) Interpret obvious reasons and causes and give simple explanations, and D) Begin to recognize language features and style. When reading Informational Texts, students at the informational level can A) Locate and reproduce two or three pieces of information from within the text, and B) Use subheadings, text boxes, and illustrations to locate parts of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the \"Median Benchmark\" (50th percentile score or median), which corresponded to a scale score of 510. The 2001 data in this database were recalculated based on a 475 Intermediate Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": [{}]}
{"id": "LO.PIRLS.REA.LOW", "name": "PIRLS: Fourth grade students reaching the low international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Fourth grade students reaching the low international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 400 on the reading assessment. When reading Literary Texts, students at the low benchmarking level can locate and retrieve an explicitly stated detail. When reading Informational Texts, students at the low benchmark can locate and reproduce explicitly stated information that is at the beginning of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Low Benchmark was called the \"Lower Quarter Benchmark\" (25th percentile score), which corresponded to a scale score of 435. The 2001 data in this database were recalculated based on a 400 Low Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PIRLS.REA.LOW.FE", "name": "PIRLS: Female 4th grade students reaching the low international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female 4th grade students reaching the low international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 400 on the reading assessment. When reading Literary Texts, students at the low benchmarking level can locate and retrieve an explicitly stated detail. When reading Informational Texts, students at the low benchmark can locate and reproduce explicitly stated information that is at the beginning of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Low Benchmark was called the \"Lower Quarter Benchmark\" (25th percentile score), which corresponded to a scale score of 435. The 2001 data in this database were recalculated based on a 400 Low Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.LOW.MA", "name": "PIRLS: Male 4th grade students reaching the low international benchmark in reading achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male 4th grade students reaching the low international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 400 on the reading assessment. When reading Literary Texts, students at the low benchmarking level can locate and retrieve an explicitly stated detail. When reading Informational Texts, students at the low benchmark can locate and reproduce explicitly stated information that is at the beginning of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Low Benchmark was called the \"Lower Quarter Benchmark\" (25th percentile score), which corresponded to a scale score of 435. The 2001 data in this database were recalculated based on a 400 Low Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.MA", "name": "PIRLS: Mean performance on the reading scale, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean performance on the reading scale for fourth grade students. Male is the average scale score for male fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PIRLS.REA.P05", "name": "PIRLS: Distribution of Reading Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.P10", "name": "PIRLS: Distribution of Reading Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.P25", "name": "PIRLS: Distribution of Reading Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.P50", "name": "PIRLS: Distribution of Reading Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.P75", "name": "PIRLS: Distribution of Reading Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.P90", "name": "PIRLS: Distribution of Reading Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PIRLS.REA.P95", "name": "PIRLS: Distribution of Reading Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)", "topics": []}
{"id": "LO.PISA.MAT", "name": "PISA: Mean performance on the mathematics scale", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of 15-year-old students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PISA.MAT.0", "name": "PISA: 15-year-olds by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.0.FE", "name": "PISA: Female 15-year-olds by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.0.MA", "name": "PISA: Male 15-year-olds by mathematics proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.1", "name": "PISA: 15-year-olds by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.1.FE", "name": "PISA: Female 15-year-olds by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.1.MA", "name": "PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.2", "name": "PISA: 15-year-olds by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.2.FE", "name": "PISA: Female 15-year-olds by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.2.MA", "name": "PISA: Male 15-year-olds by mathematics proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.3", "name": "PISA: 15-year-olds by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.3.FE", "name": "PISA: Female 15-year-olds by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.3.MA", "name": "PISA: Male 15-year-olds by mathematics proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.4", "name": "PISA: 15-year-olds by mathematics proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.4.FE", "name": "PISA: Female 15-year-olds by mathematics proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.4.MA", "name": "PISA: Male 15-year-olds by mathematics proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.5", "name": "PISA: 15-year-olds by mathematics proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.5.FE", "name": "PISA: Female 15-year-olds by mathematics proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.5.MA", "name": "PISA: Male 15-year-olds by mathematics proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.6", "name": "PISA: 15-year-olds by mathematics proficiency level (%). Level 6", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.6.FE", "name": "PISA: Female 15-year-olds by mathematics proficiency level (%). Level 6", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.6.MA", "name": "PISA: Male 15-year-olds by mathematics proficiency level (%). Level 6", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.FE", "name": "PISA: Mean performance on the mathematics scale. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of 15-year-old female students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PISA.MAT.MA", "name": "PISA: Mean performance on the mathematics scale. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of 15-year-old male students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PISA.MAT.P05", "name": "PISA: Distribution of Mathematics Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.P10", "name": "PISA: Distribution of Mathematics Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.P25", "name": "PISA: Distribution of Mathematics Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.P50", "name": "PISA: Distribution of Mathematics Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.P75", "name": "PISA: Distribution of Mathematics Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.P90", "name": "PISA: Distribution of Mathematics Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.MAT.P95", "name": "PISA: Distribution of Mathematics Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA", "name": "PISA: Mean performance on the reading scale", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of 15-year-old students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PISA.REA.0", "name": "PISA: 15-year-olds by reading proficiency level (%). Below Level 1B", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Percentage of 15-year-old students scoring students below the lowest proficiency level (1B) on the PISA reading scale. Students with scores below Level 1b (less or equal to 262 points) usually do not succeed at the most basic reading tasks that PISA measures. This does not necessarily mean that they are illiterate, but that there is insufficient information on which to base a description of their reading proficiency. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments, which use a reading scale from Below Level 1B to Level 6. Because an equivalent proficiency level to \"Below Level 1B\" and Level 1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data are not currently available for those years. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/.", "sourceOrganization": "OECD Programme for International Student Assessment (PISA) (http://www.oecd.org/pisa/)", "topics": []}
{"id": "LO.PISA.REA.0.B1C", "name": "PISA: 15-year-olds by reading proficiency level (%). Below Level 1C", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring students below the lowest proficiency level (1C) on the PISA reading scale. Students with scores below Level 1C (less or equal to 189 points) usually do not succeed at the most basic reading tasks that PISA measures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.0.B1C.FE", "name": "PISA: Female 15-year-olds by reading proficiency level (%). Below Level 1C", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring students below the lowest proficiency level (1C) on the PISA reading scale. Students with scores below Level 1C (less or equal to 189 points) usually do not succeed at the most basic reading tasks that PISA measures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.0.B1C.MA", "name": "PISA: Male 15-year-olds by reading proficiency level (%). Below Level 1C", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring students below the lowest proficiency level (1C) on the PISA reading scale. Students with scores below Level 1C (less or equal to 189 points) usually do not succeed at the most basic reading tasks that PISA measures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.1A", "name": "PISA: 15-year-olds by reading proficiency level (%). Level 1A", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 335 but lower than or equal to 407 on the PISA reading scale. Readers at Level 1a can understand the literal meaning of sentences or short passages. Readers at this level can also recognize the main theme or the author\u2019s purpose in a piece of text about a familiar topic, and make a simple connection between several adjacent pieces of information, or between the given information and their own prior knowledge. They can select a relevant page from a small set based on simple prompts, and locate one or more independent pieces of information within short texts. Level 1a readers can reflect on the overall purpose and on the relative importance of information (e.g. the main idea vs. non-essential detail) in simple texts containing explicit cues. Most tasks at this level contain explicit cues regarding what needs to be done, how to do it, and where in the text(s) readers should focus their attention. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range.  Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.1A.FE", "name": "PISA: Female 15-year-olds by reading proficiency level (%). Level 1A", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 335 but lower than or equal to 407 on the PISA reading scale. Readers at Level 1a can understand the literal meaning of sentences or short passages. Readers at this level can also recognize the main theme or the author\u2019s purpose in a piece of text about a familiar topic, and make a simple connection between several adjacent pieces of information, or between the given information and their own prior knowledge. They can select a relevant page from a small set based on simple prompts, and locate one or more independent pieces of information within short texts. Level 1a readers can reflect on the overall purpose and on the relative importance of information (e.g. the main idea vs. non-essential detail) in simple texts containing explicit cues. Most tasks at this level contain explicit cues regarding what needs to be done, how to do it, and where in the text(s) readers should focus their attention. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range.  Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.1A.MA", "name": "PISA: Male 15-year-olds by reading proficiency level (%). Level 1A", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 335 but lower than or equal to 407 on the PISA reading scale. Readers at Level 1a can understand the literal meaning of sentences or short passages. Readers at this level can also recognize the main theme or the author\u2019s purpose in a piece of text about a familiar topic, and make a simple connection between several adjacent pieces of information, or between the given information and their own prior knowledge. They can select a relevant page from a small set based on simple prompts, and locate one or more independent pieces of information within short texts. Level 1a readers can reflect on the overall purpose and on the relative importance of information (e.g. the main idea vs. non-essential detail) in simple texts containing explicit cues. Most tasks at this level contain explicit cues regarding what needs to be done, how to do it, and where in the text(s) readers should focus their attention. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range.  Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.1B", "name": "PISA: 15-year-olds by reading proficiency level (%). Level 1B", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 262 but lower than or equal to 335 on the PISA reading scale. Readers at Level 1b can evaluate the literal meaning of simple sentences. They can also interpret the literal meaning of texts by making simple connections between adjacent pieces of information in the question and/or the text. Readers at this level can scan for and locate a single piece of prominently placed, explicitly stated information in a single sentence, a short text or a simple list. They can access a relevant page from a small set based on simple prompts when explicit cues are present. Tasks at Level 1b explicitly direct readers to consider relevant factors in the task and in the text. Texts at this level are short and typically provide support to the reader, such as through repetition of information, pictures or familiar symbols. There is minimal competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments. Data for 2000, 2003, and 2006 for Level 1B were not included in PISA reports, but values in this database were calculated based on the current Level 1B score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.1B.FE", "name": "PISA: Female 15-year-olds by reading proficiency level (%). Level 1B", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 262 but lower than or equal to 335 on the PISA reading scale. Readers at Level 1b can evaluate the literal meaning of simple sentences. They can also interpret the literal meaning of texts by making simple connections between adjacent pieces of information in the question and/or the text. Readers at this level can scan for and locate a single piece of prominently placed, explicitly stated information in a single sentence, a short text or a simple list. They can access a relevant page from a small set based on simple prompts when explicit cues are present. Tasks at Level 1b explicitly direct readers to consider relevant factors in the task and in the text. Texts at this level are short and typically provide support to the reader, such as through repetition of information, pictures or familiar symbols. There is minimal competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments. Data for 2000, 2003, and 2006 for Level 1B were not included in PISA reports, but values in this database were calculated based on the current Level 1B score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.1B.MA", "name": "PISA: Male 15-year-olds by reading proficiency level (%). Level 1B", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 262 but lower than or equal to 335 on the PISA reading scale. Readers at Level 1b can evaluate the literal meaning of simple sentences. They can also interpret the literal meaning of texts by making simple connections between adjacent pieces of information in the question and/or the text. Readers at this level can scan for and locate a single piece of prominently placed, explicitly stated information in a single sentence, a short text or a simple list. They can access a relevant page from a small set based on simple prompts when explicit cues are present. Tasks at Level 1b explicitly direct readers to consider relevant factors in the task and in the text. Texts at this level are short and typically provide support to the reader, such as through repetition of information, pictures or familiar symbols. There is minimal competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments. Data for 2000, 2003, and 2006 for Level 1B were not included in PISA reports, but values in this database were calculated based on the current Level 1B score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.1C", "name": "PISA: 15-year-olds by reading proficiency level (%). Level 1C", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 189 but lower than or equal to 262 on the PISA reading scale. Readers at Level 1C can understand and affirm the meaning of short, syntactically simple sentences on a literal level, and read for a clear and simple purpose within a limited amount of time. Tasks at this level involve simple vocabulary and syntactic structures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.1C.FE", "name": "PISA: Female 15-year-olds by reading proficiency level (%). Level 1C", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 189 but lower than or equal to 262 on the PISA reading scale. Readers at Level 1C can understand and affirm the meaning of short, syntactically simple sentences on a literal level, and read for a clear and simple purpose within a limited amount of time. Tasks at this level involve simple vocabulary and syntactic structures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.1C.MA", "name": "PISA: Male 15-year-olds by reading proficiency level (%). Level 1C", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 189 but lower than or equal to 262 on the PISA reading scale. Readers at Level 1C can understand and affirm the meaning of short, syntactically simple sentences on a literal level, and read for a clear and simple purpose within a limited amount of time. Tasks at this level involve simple vocabulary and syntactic structures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.2", "name": "PISA: 15-year-olds by reading proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 407 but lower than or equal to 480 on the PISA reading scale. Readers at Level 2 can identify the main idea in a piece of text of moderate length. They can understand relationships or construe meaning within a limited part of the text when the information is not prominent by producing basic inferences, and/or when the text(s) include some distracting information. They can select and access a page in a set based on explicit though sometimes complex prompts, and locate one or more pieces of information based on multiple, partly implicit criteria. Readers at Level 2 can, when explicitly cued, reflect on the overall purpose, or on the purpose of specific details, in texts of moderate length. They can reflect on simple visual or typographical features. They can compare claims and evaluate the reasons supporting them based on short, explicit statements. Tasks at Level 2 may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge by drawing on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 2 data have been included in this database as Level 2 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.2.FE", "name": "PISA: Female 15-year-olds by reading proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 407 but lower than or equal to 480 on the PISA reading scale. Readers at Level 2 can identify the main idea in a piece of text of moderate length. They can understand relationships or construe meaning within a limited part of the text when the information is not prominent by producing basic inferences, and/or when the text(s) include some distracting information. They can select and access a page in a set based on explicit though sometimes complex prompts, and locate one or more pieces of information based on multiple, partly implicit criteria. Readers at Level 2 can, when explicitly cued, reflect on the overall purpose, or on the purpose of specific details, in texts of moderate length. They can reflect on simple visual or typographical features. They can compare claims and evaluate the reasons supporting them based on short, explicit statements. Tasks at Level 2 may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge by drawing on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 2 data have been included in this database as Level 2 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.2.MA", "name": "PISA: Male 15-year-olds by reading proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 407 but lower than or equal to 480 on the PISA reading scale. Readers at Level 2 can identify the main idea in a piece of text of moderate length. They can understand relationships or construe meaning within a limited part of the text when the information is not prominent by producing basic inferences, and/or when the text(s) include some distracting information. They can select and access a page in a set based on explicit though sometimes complex prompts, and locate one or more pieces of information based on multiple, partly implicit criteria. Readers at Level 2 can, when explicitly cued, reflect on the overall purpose, or on the purpose of specific details, in texts of moderate length. They can reflect on simple visual or typographical features. They can compare claims and evaluate the reasons supporting them based on short, explicit statements. Tasks at Level 2 may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge by drawing on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 2 data have been included in this database as Level 2 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.3", "name": "PISA: 15-year-olds by reading proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 480 but lower than or equal to 553 on the PISA reading scale. Readers at Level 3 can represent the literal meaning of single or multiple texts in the absence of explicit content or organizational clues. Readers can integrate content and generate both basic and more advanced inferences. They can also integrate several parts of a piece of text in order to identify the main idea, understand a relationship or construe the meaning of a word or phrase when the required information is featured on a single page. They can search for information based on indirect prompts, and locate target information that is not in a prominent position and/or is in the presence of distractors. In some cases, readers at this level recognize the relationship between several pieces of information based on multiple criteria. Level 3 readers can reflect on a piece of text or a small set of texts, and compare and contrast several authors\u2019 viewpoints based on explicit information. Reflective tasks at this level may require the reader to perform comparisons, generate explanations or evaluate a feature of the text. Some reflective tasks require readers to demonstrate a detailed understanding of a piece of text dealing with a familiar topic, whereas others require a basic understanding of less-familiar content. Tasks at Level 3 require the reader to take many features into account when comparing, contrasting or categorizing information. The required information is often not prominent or there may be a considerable amount of competing information. Texts typical of this level may include other obstacles, such as ideas that are contrary to expectation or negatively worded. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 3 data have been included in this database as Level 3 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.3.FE", "name": "PISA: Female 15-year-olds by reading proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 480 but lower than or equal to 553 on the PISA reading scale. Readers at Level 3 can represent the literal meaning of single or multiple texts in the absence of explicit content or organizational clues. Readers can integrate content and generate both basic and more advanced inferences. They can also integrate several parts of a piece of text in order to identify the main idea, understand a relationship or construe the meaning of a word or phrase when the required information is featured on a single page. They can search for information based on indirect prompts, and locate target information that is not in a prominent position and/or is in the presence of distractors. In some cases, readers at this level recognize the relationship between several pieces of information based on multiple criteria. Level 3 readers can reflect on a piece of text or a small set of texts, and compare and contrast several authors\u2019 viewpoints based on explicit information. Reflective tasks at this level may require the reader to perform comparisons, generate explanations or evaluate a feature of the text. Some reflective tasks require readers to demonstrate a detailed understanding of a piece of text dealing with a familiar topic, whereas others require a basic understanding of less-familiar content. Tasks at Level 3 require the reader to take many features into account when comparing, contrasting or categorizing information. The required information is often not prominent or there may be a considerable amount of competing information. Texts typical of this level may include other obstacles, such as ideas that are contrary to expectation or negatively worded. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 3 data have been included in this database as Level 3 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.3.MA", "name": "PISA: Male 15-year-olds by reading proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 480 but lower than or equal to 553 on the PISA reading scale. Readers at Level 3 can represent the literal meaning of single or multiple texts in the absence of explicit content or organizational clues. Readers can integrate content and generate both basic and more advanced inferences. They can also integrate several parts of a piece of text in order to identify the main idea, understand a relationship or construe the meaning of a word or phrase when the required information is featured on a single page. They can search for information based on indirect prompts, and locate target information that is not in a prominent position and/or is in the presence of distractors. In some cases, readers at this level recognize the relationship between several pieces of information based on multiple criteria. Level 3 readers can reflect on a piece of text or a small set of texts, and compare and contrast several authors\u2019 viewpoints based on explicit information. Reflective tasks at this level may require the reader to perform comparisons, generate explanations or evaluate a feature of the text. Some reflective tasks require readers to demonstrate a detailed understanding of a piece of text dealing with a familiar topic, whereas others require a basic understanding of less-familiar content. Tasks at Level 3 require the reader to take many features into account when comparing, contrasting or categorizing information. The required information is often not prominent or there may be a considerable amount of competing information. Texts typical of this level may include other obstacles, such as ideas that are contrary to expectation or negatively worded. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 3 data have been included in this database as Level 3 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.4", "name": "PISA: 15-year-olds by reading proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. At Level 4, readers can comprehend extended passages in single or multiple-text settings. They interpret the meaning of nuances of language in a section of text by taking into account the text as a whole. In other interpretative tasks, students demonstrate understanding and application of ad hoc categories. They can compare perspectives and draw inferences based on multiple sources. Readers can search, locate and integrate several pieces of embedded information in the presence of plausible distractors. They can generate inferences based on the task statement in order to assess the relevance of target information. They can handle tasks that require them to memories prior task context. In addition, students at this level can evaluate the relationship between specific statements and a person\u2019s overall stance or conclusion about a topic. They can reflect on the strategies that authors use to convey their points, based on salient features of texts (e.g., titles and illustrations). They can compare and contrast claims explicitly made in several texts and assess the reliability of a source based on salient criteria. Texts at Level 4 are often long or complex, and their content or form may not be standard. Many of the tasks are situated in multiple-text settings. The texts and the tasks contain indirect or implicit cues. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5). PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.4.FE", "name": "PISA: Female 15-year-olds by reading proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. At Level 4, readers can comprehend extended passages in single or multiple-text settings. They interpret the meaning of nuances of language in a section of text by taking into account the text as a whole. In other interpretative tasks, students demonstrate understanding and application of ad hoc categories. They can compare perspectives and draw inferences based on multiple sources. Readers can search, locate and integrate several pieces of embedded information in the presence of plausible distractors. They can generate inferences based on the task statement in order to assess the relevance of target information. They can handle tasks that require them to memories prior task context. In addition, students at this level can evaluate the relationship between specific statements and a person\u2019s overall stance or conclusion about a topic. They can reflect on the strategies that authors use to convey their points, based on salient features of texts (e.g., titles and illustrations). They can compare and contrast claims explicitly made in several texts and assess the reliability of a source based on salient criteria. Texts at Level 4 are often long or complex, and their content or form may not be standard. Many of the tasks are situated in multiple-text settings. The texts and the tasks contain indirect or implicit cues. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5). PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.4.MA", "name": "PISA: Male 15-year-olds by reading proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. At Level 4, readers can comprehend extended passages in single or multiple-text settings. They interpret the meaning of nuances of language in a section of text by taking into account the text as a whole. In other interpretative tasks, students demonstrate understanding and application of ad hoc categories. They can compare perspectives and draw inferences based on multiple sources. Readers can search, locate and integrate several pieces of embedded information in the presence of plausible distractors. They can generate inferences based on the task statement in order to assess the relevance of target information. They can handle tasks that require them to memories prior task context. In addition, students at this level can evaluate the relationship between specific statements and a person\u2019s overall stance or conclusion about a topic. They can reflect on the strategies that authors use to convey their points, based on salient features of texts (e.g., titles and illustrations). They can compare and contrast claims explicitly made in several texts and assess the reliability of a source based on salient criteria. Texts at Level 4 are often long or complex, and their content or form may not be standard. Many of the tasks are situated in multiple-text settings. The texts and the tasks contain indirect or implicit cues. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5). PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.5", "name": "PISA: 15-year-olds by reading proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 626 but lower than or equal to 698 on the PISA reading scale. Readers at Level 5 can comprehend lengthy texts, inferring which information in the text is relevant even though the information of interest may be easily overlooked. They can perform causal or other forms of reasoning based on a deep understanding of extended pieces of text. They can also answer indirect questions by inferring the relationship between the question and one or several pieces of information distributed within or across multiple texts and sources. Reflective tasks require the production or critical evaluation of hypotheses, drawing on specific information. Readers can establish distinctions between content and purpose, and between fact and opinion as applied to complex or abstract statements. They can assess neutrality and bias based on explicit or implicit cues pertaining to both the content and/or source of the information. They can also draw conclusions regarding the reliability of the claims or conclusions offered in a piece of text. For all aspects of reading, tasks at Level 5 typically involve dealing with concepts that are abstract or counterintuitive, and going through several steps until the goal is reached. In addition, tasks at this level may require the reader to handle several long texts, switching back and forth across texts in order to compare and contrast information. In this database, 2000/2003/2006 Level 5 data are calculated figures based on the current Level 5 (626 to 698) rather than the figures presented for Level 5 (626+) in PISA Reports for 2000, 2003, and 2006. Use caution in comparing results across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.5.FE", "name": "PISA: Female 15-year-olds by reading proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of female 15-year-old students scoring higher than 626 but lower than or equal to 698 on the PISA reading scale. Readers at Level 5 can comprehend lengthy texts, inferring which information in the text is relevant even though the information of interest may be easily overlooked. They can perform causal or other forms of reasoning based on a deep understanding of extended pieces of text. They can also answer indirect questions by inferring the relationship between the question and one or several pieces of information distributed within or across multiple texts and sources. Reflective tasks require the production or critical evaluation of hypotheses, drawing on specific information. Readers can establish distinctions between content and purpose, and between fact and opinion as applied to complex or abstract statements. They can assess neutrality and bias based on explicit or implicit cues pertaining to both the content and/or source of the information. They can also draw conclusions regarding the reliability of the claims or conclusions offered in a piece of text. For all aspects of reading, tasks at Level 5 typically involve dealing with concepts that are abstract or counterintuitive, and going through several steps until the goal is reached. In addition, tasks at this level may require the reader to handle several long texts, switching back and forth across texts in order to compare and contrast information. In this database, 2000/2003/2006 Level 5 data are calculated figures based on the current Level 5 (626 to 698) rather than the figures presented for Level 5 (626+) in PISA Reports for 2000, 2003, and 2006. Use caution in comparing results across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.5.MA", "name": "PISA: Male 15-year-olds by reading proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of male 15-year-old students scoring higher than 626 but lower than or equal to 698 on the PISA reading scale. Readers at Level 5 can comprehend lengthy texts, inferring which information in the text is relevant even though the information of interest may be easily overlooked. They can perform causal or other forms of reasoning based on a deep understanding of extended pieces of text. They can also answer indirect questions by inferring the relationship between the question and one or several pieces of information distributed within or across multiple texts and sources. Reflective tasks require the production or critical evaluation of hypotheses, drawing on specific information. Readers can establish distinctions between content and purpose, and between fact and opinion as applied to complex or abstract statements. They can assess neutrality and bias based on explicit or implicit cues pertaining to both the content and/or source of the information. They can also draw conclusions regarding the reliability of the claims or conclusions offered in a piece of text. For all aspects of reading, tasks at Level 5 typically involve dealing with concepts that are abstract or counterintuitive, and going through several steps until the goal is reached. In addition, tasks at this level may require the reader to handle several long texts, switching back and forth across texts in order to compare and contrast information. In this database, 2000/2003/2006 Level 5 data are calculated figures based on the current Level 5 (626 to 698) rather than the figures presented for Level 5 (626+) in PISA Reports for 2000, 2003, and 2006. Use caution in comparing results across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.6", "name": "PISA: 15-year-olds by reading proficiency level (%). Level 6", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 698 on the PISA reading scale. Readers at Level 6 can comprehend lengthy and abstract texts in which the information of interest is deeply embedded and only indirectly related to the task. They can compare, contrast and integrate information representing multiple and potentially conflicting perspectives, using multiple criteria and generating inferences across distant pieces of information to determine how the information may be used. Readers at Level 6 can reflect deeply on the text\u2019s source in relation to its content, using criteria external to the text. They can compare and contrast information across texts, identifying and resolving inter-textual discrepancies and conflicts through inferences about the sources of information, their explicit or vested interests, and other cues as to the validity of the information. Tasks at Level 6 typically require the reader to set up elaborate plans, combining multiple criteria and generating inferences to relate the task and the text(s). Materials at this level include one or several complex and abstract text(s), involving multiple and possibly discrepant perspectives. Target information may take the form of details that are deeply embedded within or across texts and potentially obscured by competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. Level 6 data were not available in the 2000/2003/2006 PISA Reports, so these figures were calculated based on the current PISA Reading Proficiency Level 6 (698+). Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.6.FE", "name": "PISA: Female 15-year-olds by reading proficiency level (%). Level 6", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 698 on the PISA reading scale. Readers at Level 6 can comprehend lengthy and abstract texts in which the information of interest is deeply embedded and only indirectly related to the task. They can compare, contrast and integrate information representing multiple and potentially conflicting perspectives, using multiple criteria and generating inferences across distant pieces of information to determine how the information may be used. Readers at Level 6 can reflect deeply on the text\u2019s source in relation to its content, using criteria external to the text. They can compare and contrast information across texts, identifying and resolving inter-textual discrepancies and conflicts through inferences about the sources of information, their explicit or vested interests, and other cues as to the validity of the information. Tasks at Level 6 typically require the reader to set up elaborate plans, combining multiple criteria and generating inferences to relate the task and the text(s). Materials at this level include one or several complex and abstract text(s), involving multiple and possibly discrepant perspectives. Target information may take the form of details that are deeply embedded within or across texts and potentially obscured by competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. Level 6 data were not available in the 2000/2003/2006 PISA Reports, so these figures were calculated based on the current PISA Reading Proficiency Level 6 (698+). Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.6.MA", "name": "PISA: Male 15-year-olds by reading proficiency level (%). Level 6", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 698 on the PISA reading scale. Readers at Level 6 can comprehend lengthy and abstract texts in which the information of interest is deeply embedded and only indirectly related to the task. They can compare, contrast and integrate information representing multiple and potentially conflicting perspectives, using multiple criteria and generating inferences across distant pieces of information to determine how the information may be used. Readers at Level 6 can reflect deeply on the text\u2019s source in relation to its content, using criteria external to the text. They can compare and contrast information across texts, identifying and resolving inter-textual discrepancies and conflicts through inferences about the sources of information, their explicit or vested interests, and other cues as to the validity of the information. Tasks at Level 6 typically require the reader to set up elaborate plans, combining multiple criteria and generating inferences to relate the task and the text(s). Materials at this level include one or several complex and abstract text(s), involving multiple and possibly discrepant perspectives. Target information may take the form of details that are deeply embedded within or across texts and potentially obscured by competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. Level 6 data were not available in the 2000/2003/2006 PISA Reports, so these figures were calculated based on the current PISA Reading Proficiency Level 6 (698+). Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.FE", "name": "PISA: Mean performance on the reading scale. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of 15-year-old female students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PISA.REA.MA", "name": "PISA: Mean performance on the reading scale. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of 15-year-old male students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PISA.REA.P05", "name": "PISA: Distribution of Reading Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.P10", "name": "PISA: Distribution of Reading Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.P25", "name": "PISA: Distribution of Reading Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.P50", "name": "PISA: Distribution of Reading Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.P75", "name": "PISA: Distribution of Reading Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.P90", "name": "PISA: Distribution of Reading Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.REA.P95", "name": "PISA: Distribution of Reading Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI", "name": "PISA: Mean performance on the science scale", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of 15-year-old students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PISA.SCI.0", "name": "PISA: 15-year-olds by science proficiency level (%). Below Level 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring below the lowest proficiency level (less than or equal to 261) on the PISA science scale. No item in the PISA assessment can indicate what students who perform below Level 1b can do. Students below Level 1b may have acquired some elements of science knowledge and skills, but based on the tasks included in the PISA test, their ability can only be described in terms of what they cannot do \u2013 and they are unlikely to be able to solve, other than by guessing, any of the PISA tasks. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.0.FE", "name": "PISA: Female 15-year-olds by science proficiency level (%). Below Level 1B", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring below the lowest proficiency level (less than or equal to 261) on the PISA science scale. No item in the PISA assessment can indicate what students who perform below Level 1b can do. Students below Level 1b may have acquired some elements of science knowledge and skills, but based on the tasks included in the PISA test, their ability can only be described in terms of what they cannot do \u2013 and they are unlikely to be able to solve, other than by guessing, any of the PISA tasks. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.0.MA", "name": "PISA: Male 15-year-olds by science proficiency level (%). Below Level 1B", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring below the lowest proficiency level (less than or equal to 261) on the PISA science scale. No item in the PISA assessment can indicate what students who perform below Level 1b can do. Students below Level 1b may have acquired some elements of science knowledge and skills, but based on the tasks included in the PISA test, their ability can only be described in terms of what they cannot do \u2013 and they are unlikely to be able to solve, other than by guessing, any of the PISA tasks. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.1A", "name": "PISA: 15-year-olds by science proficiency level (%). Level 1A", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 335 but less than or equal to 410 on the PISA science scale. At Level 1A, students are able to use basic or everyday content and procedural knowledge to recognise or identify explanations of simple scientific phenomenon. With support, they can undertake structured scientific enquiries with no more than two variables. They are able to identify simple causal or correlational relationships and interpret graphical and visual data that require a low level of cognitive demand. Level 1a students can select the best scientific explanation for given data in familiar personal, local and global contexts. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.1A.FE", "name": "PISA: Female 15-year-olds by science proficiency level (%). Level 1A", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 335 but less than or equal to 410 on the PISA science scale. At Level 1A, students are able to use basic or everyday content and procedural knowledge to recognise or identify explanations of simple scientific phenomenon. With support, they can undertake structured scientific enquiries with no more than two variables. They are able to identify simple causal or correlational relationships and interpret graphical and visual data that require a low level of cognitive demand. Level 1a students can select the best scientific explanation for given data in familiar personal, local and global contexts. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.1A.MA", "name": "PISA: Male 15-year-olds by science proficiency level (%). Level 1A", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 335 but less than or equal to 410 on the PISA science scale. At Level 1A, students are able to use basic or everyday content and procedural knowledge to recognise or identify explanations of simple scientific phenomenon. With support, they can undertake structured scientific enquiries with no more than two variables. They are able to identify simple causal or correlational relationships and interpret graphical and visual data that require a low level of cognitive demand. Level 1a students can select the best scientific explanation for given data in familiar personal, local and global contexts. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.1B", "name": "PISA: 15-year-olds by science proficiency level (%). Level 1B", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 261 but less than or equal to 335 on the PISA science scale. At Level 1B, students can use basic or everyday scientific knowledge to recognise aspects of familiar or simple phenomenon. They are able to identify simple patterns in data, recognise basic scientific terms and follow explicit instructions to carry out a scientific procedure. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.1B.FE", "name": "PISA: Female 15-year-olds by science proficiency level (%). Level 1B", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 261 but less than or equal to 335 on the PISA science scale. At Level 1B, students can use basic or everyday scientific knowledge to recognise aspects of familiar or simple phenomenon. They are able to identify simple patterns in data, recognise basic scientific terms and follow explicit instructions to carry out a scientific procedure. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.1B.MA", "name": "PISA: Male 15-year-olds by science proficiency level (%). Level 1B", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 261 but less than or equal to 335 on the PISA science scale. At Level 1B, students can use basic or everyday scientific knowledge to recognise aspects of familiar or simple phenomenon. They are able to identify simple patterns in data, recognise basic scientific terms and follow explicit instructions to carry out a scientific procedure. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.2", "name": "PISA: 15-year-olds by science proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.2.FE", "name": "PISA: Female 15-year-olds by science proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.2.MA", "name": "PISA: Male 15-year-olds by science proficiency level (%). Level 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.3", "name": "PISA: 15-year-olds by science proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.3.FE", "name": "PISA: Female 15-year-olds by science proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.3.MA", "name": "PISA: Male 15-year-olds by science proficiency level (%). Level 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.4", "name": "PISA: 15-year-olds by science proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.4.FE", "name": "PISA: Female 15-year-olds by science proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.4.MA", "name": "PISA: Male 15-year-olds by science proficiency level (%). Level 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.5", "name": "PISA: 15-year-olds by science proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": [{}]}
{"id": "LO.PISA.SCI.5.FE", "name": "PISA: Female 15-year-olds by science proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.5.MA", "name": "PISA: Male 15-year-olds by science proficiency level (%). Level 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.6", "name": "PISA: 15-year-olds by science proficiency level (%). Level 6", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.6.FE", "name": "PISA: Female 15-year-olds by science proficiency level (%). Level 6", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old female students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.6.MA", "name": "PISA: Male 15-year-olds by science proficiency level (%). Level 6", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 15-year-old male students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.FE", "name": "PISA: Mean performance on the science scale. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of 15-year-old female students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PISA.SCI.MA", "name": "PISA: Mean performance on the science scale. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average score of 15-year-old male students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.PISA.SCI.P05", "name": "PISA: Distribution of Science Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.P10", "name": "PISA: Distribution of Science Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.P25", "name": "PISA: Distribution of Science Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.P50", "name": "PISA: Distribution of Science Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.P75", "name": "PISA: Distribution of Science Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.P90", "name": "PISA: Distribution of Science Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.PISA.SCI.P95", "name": "PISA: Distribution of Science Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/", "sourceOrganization": "OECD Programme for International Student Assessment (PISA)", "topics": []}
{"id": "LO.SACMEQ.MAT", "name": "SACMEQ: Mean performance on the mathematics scale", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean performance on the mathematics scale is the mean mathematics score for 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.SACMEQ.MAT.FE", "name": "SACMEQ: Mean performance on the mathematics scale, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean performance on the mathematics scale, female is the mean mathematics score for female 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.SACMEQ.MAT.L1", "name": "SACMEQ: 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L1.FE", "name": "SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L1.MA", "name": "SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L2", "name": "SACMEQ: 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L2.FE", "name": "SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L2.MA", "name": "SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L3", "name": "SACMEQ: 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L3.FE", "name": "SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L3.MA", "name": "SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L4", "name": "SACMEQ: 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L4.FE", "name": "SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L4.MA", "name": "SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L5", "name": "SACMEQ: 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L5.FE", "name": "SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L5.MA", "name": "SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L6", "name": "SACMEQ: 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L6.FE", "name": "SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L6.MA", "name": "SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L7", "name": "SACMEQ: 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L7.FE", "name": "SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L7.MA", "name": "SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L8", "name": "SACMEQ: 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L8.FE", "name": "SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.L8.MA", "name": "SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.MAT.MA", "name": "SACMEQ: Mean performance on the mathematics scale, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean performance on the mathematics scale, male is the mean mathematics score for male 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.SACMEQ.REA", "name": "SACMEQ: Mean performance on the reading scale, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean performance on the reading scale, total is the mean reading score for all 6th grade students. Mean scores are on SACMEQ scales for reading, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.SACMEQ.REA.FE", "name": "SACMEQ: Mean performance on the reading scale, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean performance on the reading scale, female is the mean reading score for female 6th grade students. Mean scores are on SACMEQ scales for reading, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.SACMEQ.REA.L1", "name": "SACMEQ: 6th grade students by reading proficiency level (%). Level 1 - Pre-Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L1.FE", "name": "SACMEQ: Female 6th grade students by reading proficiency level (%). Level 1 - Pre-Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L1.MA", "name": "SACMEQ: Male 6th grade students by reading proficiency level (%). Level 1 - Pre-Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L2", "name": "SACMEQ: 6th grade students by reading proficiency level (%). Level 2 - Emergent Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L2.FE", "name": "SACMEQ: Female 6th grade students by reading proficiency level (%). Level 2 - Emergent Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L2.MA", "name": "SACMEQ: Male 6th grade students by reading proficiency level (%). Level 2 - Emergent Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L3", "name": "SACMEQ: 6th grade students by reading proficiency level (%). Level 3 - Basic Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L3.FE", "name": "SACMEQ: Female 6th grade students by reading proficiency level (%). Level 3 - Basic Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L3.MA", "name": "SACMEQ: Male 6th grade students by reading proficiency level (%). Level 3 - Basic Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L4", "name": "SACMEQ: 6th grade students by reading proficiency level (%). Level 4 - Reading for Meaning", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L4.FE", "name": "SACMEQ: Female 6th grade students by reading proficiency level (%). Level 4 - Reading for Meaning", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L4.MA", "name": "SACMEQ: Male 6th grade students by reading proficiency level (%). Level 4 - Reading for Meaning", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L5", "name": "SACMEQ: 6th grade students by reading proficiency level (%). Level 5 - Interpretive Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that \u2018completes\u2019 and contextualizes meaning. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L5.FE", "name": "SACMEQ: Female 6th grade students by reading proficiency level (%). Level 5 - Interpretive Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that \u2018completes\u2019 and contextualizes meaning. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L5.MA", "name": "SACMEQ: Male 6th grade students by reading proficiency level (%). Level 5 - Interpretive Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that \u2018completes\u2019 and contextualizes meaning. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L6", "name": "SACMEQ: 6th grade students by reading proficiency level (%). Level 6 - Inferential Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer\u2019s purpose. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L6.FE", "name": "SACMEQ: Female 6th grade students by reading proficiency level (%). Level 6 - Inferential Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer\u2019s purpose. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L6.MA", "name": "SACMEQ: Male 6th grade students by reading proficiency level (%). Level 6 - Inferential Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer\u2019s purpose. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L7", "name": "SACMEQ: 6th grade students by reading proficiency level (%). Level 7 - Analytical Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer\u2019s personal beliefs (value systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L7.FE", "name": "SACMEQ: Female 6th grade students by reading proficiency level (%). Level 7 - Analytical Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer\u2019s personal beliefs (value systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L7.MA", "name": "SACMEQ: Male 6th grade students by reading proficiency level (%). Level 7 - Analytical Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer\u2019s personal beliefs (value systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L8", "name": "SACMEQ: 6th grade students by reading proficiency level (%). Level 8 - Critical Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader \u2013 such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L8.FE", "name": "SACMEQ: Female 6th grade students by reading proficiency level (%). Level 8 - Critical Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade female students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader \u2013 such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.L8.MA", "name": "SACMEQ: Male 6th grade students by reading proficiency level (%). Level 8 - Critical Reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of 6th grade male students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader \u2013 such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": []}
{"id": "LO.SACMEQ.REA.MA", "name": "SACMEQ: Mean performance on the reading scale, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean performance on the reading scale, male is the mean reading score for male 6th grade students. Mean scores are on SACMEQ scales for reading, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/", "sourceOrganization": "Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT4", "name": "TIMSS: Mean performance on the mathematics scale for fourth grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the mathematics scale for fourth grade students, total is the average scale score for 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT4.ADV", "name": "TIMSS: Fourth grade students reaching the advanced international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Fourth grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers. Students at this level show an increasing understanding of fractions and decimals. They can apply knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can interpret and represent data to solve multi-step problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT4.ADV.FE", "name": "TIMSS: Female 4th grade students reaching the advanced international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.ADV.MA", "name": "TIMSS: Male 4th grade students reaching the advanced international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.BL", "name": "TIMSS: Fourth grade students who did not reach the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Fourth grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT4.BL.FE", "name": "TIMSS: Female 4th grade students who did not reach the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.BL.MA", "name": "TIMSS: Male 4th grade students who did not reach the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.FE", "name": "TIMSS: Mean performance on the mathematics scale for fourth grade students, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the mathematics scale for fourth grade students, female is the average scale score for female 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT4.HI", "name": "TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT4.HI.FE", "name": "TIMSS: Female 4th grade students reaching the high international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.HI.MA", "name": "TIMSS: Male 4th grade students reaching the high international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.INT", "name": "TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT4.INT.FE", "name": "TIMSS: Female 4th grade students reaching the intermediate international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.INT.MA", "name": "TIMSS: Male 4th grade students reaching the intermediate international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.LOW", "name": "TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read and complete simple bar graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT4.LOW.FE", "name": "TIMSS: Female 4th grade students reaching the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 4th grade students reaching the low international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read and complete simple bar graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.LOW.MA", "name": "TIMSS: Male 4th grade students reaching the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 4th grade students reaching the low international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read and complete simple bar graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.MA", "name": "TIMSS: Mean performance on the mathematics scale for fourth grade students, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the mathematics scale for fourth grade students, male is the average scale score for male 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT4.P05", "name": "TIMSS: Distribution of 4th Grade Mathematics Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.P10", "name": "TIMSS: Distribution of 4th Grade Mathematics Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.P25", "name": "TIMSS: Distribution of 4th Grade Mathematics Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.P50", "name": "TIMSS: Distribution of 4th Grade Mathematics Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.P75", "name": "TIMSS: Distribution of 4th Grade Mathematics Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.P90", "name": "TIMSS: Distribution of 4th Grade Mathematics Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT4.P95", "name": "TIMSS: Distribution of 4th Grade Mathematics Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 95 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8", "name": "TIMSS: Mean performance on the mathematics scale for eighth grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the mathematics scale for eighth grade students, total is the average scale score for 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT8.ADV", "name": "TIMSS: Eighth grade students reaching the advanced international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Eighth grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 625 on the mathematics assessment. Students can apply and reason in a variety of problem situations, solve linear equations, and make generalizations. They can solve a variety of fraction, proportion, and percent problems and justify their conclusions. They can understand linear functions and algebraic expressions. Students can use their knowledge of geometric figures to solve a wide range of problems involving angles, area, and surface area. They can calculate means and medians, and understand how changing data points can impact the mean. Students can interpret a wide variety of data displays to draw and justify conclusions, and solve multistep problems. They can solve problems involving expected values. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT8.ADV.FE", "name": "TIMSS: Female 8th grade students reaching the advanced international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 8th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 625 on the mathematics assessment. Students can apply and reason in a variety of problem situations, solve linear equations, and make generalizations. They can solve a variety of fraction, proportion, and percent problems and justify their conclusions. They can understand linear functions and algebraic expressions. Students can use their knowledge of geometric figures to solve a wide range of problems involving angles, area, and surface area. They can calculate means and medians, and understand how changing data points can impact the mean. Students can interpret a wide variety of data displays to draw and justify conclusions, and solve multistep problems. They can solve problems involving expected values. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.ADV.MA", "name": "TIMSS: Male 8th grade students reaching the advanced international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 8th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 625 on the mathematics assessment. Students can apply and reason in a variety of problem situations, solve linear equations, and make generalizations. They can solve a variety of fraction, proportion, and percent problems and justify their conclusions. They can understand linear functions and algebraic expressions. Students can use their knowledge of geometric figures to solve a wide range of problems involving angles, area, and surface area. They can calculate means and medians, and understand how changing data points can impact the mean. Students can interpret a wide variety of data displays to draw and justify conclusions, and solve multistep problems. They can solve problems involving expected values. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.BL", "name": "TIMSS: Eighth grade students who did not reach the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Eighth grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of 8th grade students scoring below 400 on the mathematics assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT8.BL.FE", "name": "TIMSS: Female 8th grade students who did not reach the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 8th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring below 400 on the mathematics assessment.  It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.BL.MA", "name": "TIMSS: Male 8th grade students who did not reach the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 8th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring below 400 on the mathematics assessment.  It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{}]}
{"id": "LO.TIMSS.MAT8.FE", "name": "TIMSS: Mean performance on the mathematics scale for eighth grade students, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the mathematics scale for eighth grade students, female is the average scale score for female 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT8.HI", "name": "TIMSS: Eighth grade students reaching the high international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Eighth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations. They can solve problems with fractions, decimals, ratios, and proportions. Students at this level show basic procedural knowledge related to algebraic expressions and equations. They can solve a variety of problems with angles, including problems involving triangles, parallel lines, rectangles, and congruent and similar figures. Students can interpret data in a variety of graphs and solve simple problems involving outcomes and probabilities. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT8.HI.FE", "name": "TIMSS: Female 8th grade students reaching the high international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 8th grade students reaching the high international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark  can apply their understanding and knowledge in a variety of relatively complex situations. They can solve problems with fractions, decimals, ratios, and proportions. Students at this level show basic procedural knowledge related to algebraic expressions and equations. They can solve a variety of problems with angles, including problems involving triangles, parallel lines, rectangles, and congruent and similar figures. Students can interpret data in a variety of graphs and solve simple problems involving outcomes and probabilities. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.HI.MA", "name": "TIMSS: Male 8th grade students reaching the high international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 8th grade students reaching the high international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations. They can solve problems with fractions, decimals, ratios, and proportions. Students at this level show basic procedural knowledge related to algebraic expressions and equations. They can solve a variety of problems with angles, including problems involving triangles, parallel lines, rectangles, and congruent and similar figures. Students can interpret data in a variety of graphs and solve simple problems involving outcomes and probabilities. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.INT", "name": "TIMSS: Eighth grade students reaching the intermediate international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Eighth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can  apply basic mathematical knowledge in a variety of situations. They can solve problems involving whole numbers, negative numbers, fractions, decimals, and ratios. Students have some basic knowledge about properties of two-dimensional shapes. They can read and interpret data in graphs and have some rudimentary knowledge of probability. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT8.INT.FE", "name": "TIMSS: Female 8th grade students reaching the intermediate international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 8th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 475 on the mathematics assessment. Students can apply basic mathematical knowledge in a variety of situations. They can solve problems involving whole numbers, negative numbers, fractions, decimals, and ratios. Students have some basic knowledge about properties of two-dimensional shapes. They can read and interpret data in graphs and have some rudimentary knowledge of probability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.INT.MA", "name": "TIMSS: Male 8th grade students reaching the intermediate international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 8th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 475 on the mathematics assessment. Students can apply basic mathematical knowledge in a variety of situations. They can solve problems involving whole numbers, negative numbers, fractions, decimals, and ratios. Students have some basic knowledge about properties of two-dimensional shapes. They can read and interpret data in graphs and have some rudimentary knowledge of probability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.LOW", "name": "TIMSS: Eighth grade students reaching the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Eighth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some knowledge of whole numbers and basic graphs. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT8.LOW.FE", "name": "TIMSS: Female 8th grade students reaching the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 8th grade students reaching the low international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some knowledge of whole numbers and basic graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.LOW.MA", "name": "TIMSS: Male 8th grade students reaching the low international benchmark of mathematics achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 8th grade students reaching the low international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some knowledge of whole numbers and basic graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.MA", "name": "TIMSS: Mean performance on the mathematics scale for eighth grade students, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the mathematics scale for eighth grade students, male is the average scale score for male 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.MAT8.P05", "name": "TIMSS: Distribution of 8th Grade Mathematics Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.P10", "name": "TIMSS: Distribution of 8th Grade Mathematics Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.P25", "name": "TIMSS: Distribution of 8th Grade Mathematics Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.P50", "name": "TIMSS: Distribution of 8th Grade Mathematics Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.P75", "name": "TIMSS: Distribution of 8th Grade Mathematics Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.P90", "name": "TIMSS: Distribution of 8th Grade Mathematics Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.MAT8.P95", "name": "TIMSS: Distribution of 8th Grade Mathematics Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 95 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4", "name": "TIMSS: Mean performance on the science scale for fourth grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the science scale for fourth grade students, total is the average scale score for 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI4.ADV", "name": "TIMSS: Fourth grade students reaching the advanced international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Fourth grade students reaching the advanced international benchmark of science achievement (%) is the share of 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth\u2019s physical characteristics, processes, and history and show knowledge of Earth\u2019s revolution and rotation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI4.ADV.FE", "name": "TIMSS: Female 4th grade students reaching the advanced international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 4th grade students reaching the advanced international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth\u2019s physical characteristics, processes, and history and show knowledge of Earth\u2019s revolution and rotation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.ADV.MA", "name": "TIMSS: Male 4th grade students reaching the advanced international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 4th grade students reaching the advanced international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth\u2019s physical characteristics, processes, and history and show knowledge of Earth\u2019s revolution and rotation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.BL", "name": "TIMSS: Fourth grade students who did not reach the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Fourth grade students who did not reach the low international benchmark of science achievement (%) is the share of 4th grade students scoring below 400 on the science assessment. The indicator is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI4.BL.FE", "name": "TIMSS: Female 4th grade students who did not reach the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 4th grade students who did not reach the low international benchmark of science achievement (%) is the share of female 4th grade students scoring below 400 on the science assessment. The indicator is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.BL.MA", "name": "TIMSS: Male 4th grade students who did not reach the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 4th grade students who did not reach the low international benchmark of science achievement (%) is the share of male 4th grade students scoring below 400 on the science assessment. The indicator is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.FE", "name": "TIMSS: Mean performance on the science scale for fourth grade students, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the science scale for fourth grade students, female is the average scale score for female 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI4.HI", "name": "TIMSS: Fourth grade students reaching the high international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Fourth grade students reaching the high international benchmark of science achievement (%) is the share of 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark  can communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans\u2019 and organisms\u2019 interactions with their environment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show some understanding of forces and motion. Students know various facts about the Earth\u2019s physical characteristics and show basic understanding of the Earth-Moon-Sun system. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI4.HI.FE", "name": "TIMSS: Female 4th grade students reaching the high international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 4th grade students reaching the high international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark  can communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans\u2019 and organisms\u2019 interactions with their environment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show some understanding of forces and motion. Students know various facts about the Earth\u2019s physical characteristics and show basic understanding of the Earth-Moon-Sun system. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.HI.MA", "name": "TIMSS: Male 4th grade students reaching the high international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 4th grade students reaching the high international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark  can communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans\u2019 and organisms\u2019 interactions with their environment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show some understanding of forces and motion. Students know various facts about the Earth\u2019s physical characteristics and show basic understanding of the Earth-Moon-Sun system. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.INT", "name": "TIMSS: Fourth grade students reaching the intermediate international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Fourth grade students reaching the intermediate international benchmark of science achievement (%) is the share of 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth\u2019s physical characteristics. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI4.INT.FE", "name": "TIMSS: Female 4th grade students reaching the intermediate international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 4th grade students reaching the intermediate international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth\u2019s physical characteristics. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.INT.MA", "name": "TIMSS: Male 4th grade students reaching the intermediate international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 4th grade students reaching the intermediate international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth\u2019s physical characteristics. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.LOW", "name": "TIMSS: Fourth grade students reaching the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Fourth grade students reaching the low international benchmark of science achievement (%) is the share of 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show limited understanding of scientific concepts and limited knowledge of foundational science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI4.LOW.FE", "name": "TIMSS: Female 4th grade students reaching the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 4th grade students reaching the low international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show limited understanding of scientific concepts and limited knowledge of foundational science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.LOW.MA", "name": "TIMSS: Male 4th grade students reaching the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 4th grade students reaching the low international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show limited understanding of scientific concepts and limited knowledge of foundational science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.MA", "name": "TIMSS: Mean performance on the science scale for fourth grade students, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the science scale for fourth grade students, male is the average scale score for male 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI4.P05", "name": "TIMSS: Distribution of 4th Grade Science Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.P10", "name": "TIMSS: Distribution of 4th Grade Science Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.P25", "name": "TIMSS: Distribution of 4th Grade Science Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.P50", "name": "TIMSS: Distribution of 4th Grade Science Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.P75", "name": "TIMSS: Distribution of 4th Grade Science Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.P90", "name": "TIMSS: Distribution of 4th Grade Science Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI4.P95", "name": "TIMSS: Distribution of 4th Grade Science Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 95 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8", "name": "TIMSS: Mean performance on the science scale for eighth grade students, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the science scale for eighth grade students, total is the average scale score for 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI8.ADV", "name": "TIMSS: Eighth grade students reaching the advanced international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Eighth grade students reaching the advanced international benchmark of science achievement (%) is the share of 8th grade students scoring at least 625 on the science assessment. Students at this benchmark can communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understanding of forces in everyday contexts. Students communicate understanding of Earth\u2019s structure, physical features, and processes. They demonstrate knowledge of the Earth\u2019s resources and their conservation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI8.ADV.FE", "name": "TIMSS: Female 8th grade students reaching the advanced international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 8th grade students reaching the advanced international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 625 on the science assessment. Students at this benchmark can communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understanding of forces in everyday contexts. Students communicate understanding of Earth\u2019s structure, physical features, and processes. They demonstrate knowledge of the Earth\u2019s resources and their conservation. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.ADV.MA", "name": "TIMSS: Male 8th grade students reaching the advanced international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 8th grade students reaching the advanced international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 625 on the science assessment. Students at this benchmark communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understanding of forces in everyday contexts. Students communicate understanding of Earth\u2019s structure, physical features, and processes. They demonstrate knowledge of the Earth\u2019s resources and their conservation. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.BL", "name": "TIMSS: Eighth grade students who did not reach the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Eighth grade students who did not reach the low international benchmark of science achievement (%) is the share of 8th grade students scoring below 400 on the science assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI8.BL.FE", "name": "TIMSS: Female 8th grade students who did not reach the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 8th grade students who did not reach the low international benchmark of science achievement (%) is the share of female 8th grade students scoring below 400 on the science assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.BL.MA", "name": "TIMSS: Male 8th grade students who did not reach the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 8th grade students who did not reach the low international benchmark of science achievement (%) is the share of male 8th grade students scoring below 400 on the science assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.FE", "name": "TIMSS: Mean performance on the science scale for eighth grade students, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the science scale for eighth grade students, female is the average scale score for female 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI8.HI", "name": "TIMSS: Eighth grade students reaching the high international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Eighth grade students reaching the high international benchmark of science achievement (%) is the share of 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth\u2019s physical features, processes, cycles, and history, and show some understanding of Earth\u2019s resources and their use. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI8.HI.FE", "name": "TIMSS: Female 8th grade students reaching the high international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 8th grade students reaching the high international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth\u2019s physical features, processes, cycles, and history, and show some understanding of Earth\u2019s resources and their use. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.HI.MA", "name": "TIMSS: Male 8th grade students reaching the high international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 8th grade students reaching the high international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth\u2019s physical features, processes, cycles, and history, and show some understanding of Earth\u2019s resources and their use. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.INT", "name": "TIMSS: Eighth grade students reaching the intermediate international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Eighth grade students reaching the intermediate international benchmark of science achievement (%) is the share of 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few physics concepts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI8.INT.FE", "name": "TIMSS: Female 8th grade students reaching the intermediate international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 8th grade students reaching the intermediate international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few physics concepts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.INT.MA", "name": "TIMSS: Male 8th grade students reaching the intermediate international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 8th grade students reaching the intermediate international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few physics concepts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.LOW", "name": "TIMSS: Eighth grade students reaching the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Eighth grade students reaching the low international benchmark of science achievement (%) is the share of 8th grade students scoring at least 400 on the science assessment. Students at this benchmark show  limited understanding of scientific principles and concepts and limited knowledge of science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI8.LOW.FE", "name": "TIMSS: Female 8th grade students reaching the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Female 8th grade students reaching the low international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 400 on the science assessment. Students at this benchmark show limited understanding of scientific principles and concepts and limited knowledge of science facts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.LOW.MA", "name": "TIMSS: Male 8th grade students reaching the low international benchmark of science achievement (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Male 8th grade students reaching the low international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 400 on the science assessment. Students at this benchmark show limited understanding of scientific principles and concepts and limited knowledge of science facts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.MA", "name": "TIMSS: Mean performance on the science scale for eighth grade students, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "TIMSS: Mean performance on the science scale for eighth grade students, male is the average scale score for male 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": [{"id": "4", "value": "Education "}]}
{"id": "LO.TIMSS.SCI8.P05", "name": "TIMSS: Distribution of 8th Grade Science Scores: 5th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.P10", "name": "TIMSS: Distribution of 8th Grade Science Scores: 10th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.P25", "name": "TIMSS: Distribution of 8th Grade Science Scores: 25th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.P50", "name": "TIMSS: Distribution of 8th Grade Science Scores: 50th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.P75", "name": "TIMSS: Distribution of 8th Grade Science Scores: 75th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.P90", "name": "TIMSS: Distribution of 8th Grade Science Scores: 90th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LO.TIMSS.SCI8.P95", "name": "TIMSS: Distribution of 8th Grade Science Scores: 95th Percentile Score", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The 95th percentile score is the score below which 95 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/", "sourceOrganization": "International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study", "topics": []}
{"id": "LP.EXP.DURS.MD", "name": "Lead time to export, median case (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Lead time to export is the median time (the value for 50 percent of shipments) from shipment point to port of loading. Data are from the Logistics Performance Index survey. Respondents provided separate values for the best case (10 percent of shipments) and the median case (50 percent of shipments). The data are exponentiated averages of the logarithm of single value responses and of midpoint values of range responses for the median case.", "sourceOrganization": "World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.", "topics": [{"id": "21", "value": "Trade"}, {"id": "12", "value": "Private Sector"}]}
{"id": "LP.IMP.DURS.MD", "name": "Lead time to import, median case (days)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Lead time to import is the median time (the value for 50 percent of shipments) from port of discharge to arrival at the consignee. Data are from the Logistics Performance Index survey. Respondents provided separate values for the best case (10 percent of shipments) and the median case (50 percent of shipments). The data are exponentiated averages of the logarithm of single value responses and of midpoint values of range responses for the median case.", "sourceOrganization": "World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "LP.LPI.CUST.RK", "name": "Efficiency of the clearance process, rank (1=highest performer)", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component \"Efficiency of the clearance process\" includes results from the survey question \"Rate the efficiency of the clearance process (i.e. speed, simplicity and predictability of formalities) by border control agencies in country [x].\" Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: \"Connecting to Compete 2018: The Logistics Performance Index and Its Indicators\", see Appendix 5 for methodology.", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.CUST.XQ", "name": "Logistics performance index: Efficiency of customs clearance process (1=low to 5=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents evaluated efficiency of customs clearance processes (i.e. speed, simplicity and predictability of formalities), on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.", "sourceOrganization": "Data are available online at: https://lpi.worldbank.org/. Summary results are published in World Bank (2023): Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "LP.LPI.INFR.RK", "name": "Quality- of trade and transport-related infrastructure, rank (1=highest performer)", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component \"Quality of trade- and transport-related infrastructure\" includes results from the survey question \"Evaluate the quality of trade- and transport related infrastructure (e.g. ports, railroads, roads, information technology) in country [x].\" Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: \"Connecting to Compete 2018: The Logistics Performance Index and Its Indicators\", see Appendix 5 for methodology.", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.INFR.XQ", "name": "Logistics performance index: Quality of trade and transport-related infrastructure (1=low to 5=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents evaluated the quality of trade and transport related infrastructure (e.g. ports, railroads, roads, information technology), on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.", "sourceOrganization": "Data are available online at: https://lpi.worldbank.org/. Summary results are published in World Bank (2023): Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "LP.LPI.ITRN.RK", "name": "Ease of arranging competitively priced international shipments, rank (1=highest performer)", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component \"Ease of arranging competitively priced international shipments\" includes results from the survey question \"Assess the ease of arranging competitively priced shipments to country [x].\" Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: \"Connecting to Compete 2018: The Logistics Performance Index and Its Indicators\", see Appendix 5 for methodology.", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.ITRN.XQ", "name": "Logistics performance index: Ease of arranging competitively priced shipments (1=low to 5=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents assessed the ease of arranging competitively priced shipments to markets, on a rating ranging from 1 (very difficult) to 5 (very easy). Scores are averaged across all respondents.", "sourceOrganization": "Data are available online at: https://lpi.worldbank.org/. Summary results are published in World Bank (2023): Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "LP.LPI.LOGS.RK", "name": "Competence and quality of logistics services, rank (1=highest performer)", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component \"Competence and quality of logistics services\" includes results from the survey question \"Evaluate the overall level of competence and quality of logistics services (e.g. transport operators, customs brokers) in country [x].\" Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: \"Connecting to Compete 2018: The Logistics Performance Index and Its Indicators\", see Appendix 5 for methodology.", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.LOGS.XQ", "name": "Logistics performance index: Competence and quality of logistics services (1=low to 5=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents evaluated the overall level of competence and quality of logistics services (e.g. transport operators, customs brokers), on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.", "sourceOrganization": "Data are available online at: https://lpi.worldbank.org/. Summary results are published in World Bank (2023): Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "LP.LPI.OVRL.RK", "name": "Logistics performance index: Overall rank (1=highest performance)", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index overall rank reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The ranks range from 1 to 160 (in the 2018, 2016, and 2014 edition; 155 in 2012 and 2010, and 150 in 2007), with a lower rank representing better performance. Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: \"Connecting to Compete 2018: The Logistics Performance Index and Its Indicators\", see Appendix 5 for methodology.", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.OVRL.RK.LB", "name": "Logistics performance index: Overall rank (1=highest performance), lower bound", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index overall rank reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The ranks range from 1 to 160 (in the 2018, 2016, and 2014 edition; 155 in 2012 and 2010, and 150 in 2007), with a lower rank representing better performance. Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. To account for the sampling error created by the LPI\u2019s survey-based dataset, LPI ranks are presented with approximate 80 percent confidence intervals (see appendix 5 of the LPI report available at lpi.worldbank.org). These intervals yield upper and lower bounds for a country\u2019s LPI rank. Upper bounds for LPI ranks are calculated by increasing a country\u2019s LPI score to its upper bound while maintaining all other country scores constant and then recalculating LPI ranks. An analogous procedure is adopted for lower bounds. ", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.OVRL.RK.UB", "name": "Logistics performance index: Overall rank (1=highest performance), upper bound", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index overall rank reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The ranks range from 1 to 160 (in the 2018, 2016, and 2014 edition; 155 in 2012 and 2010, and 150 in 2007), with a lower rank representing better performance. Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. To account for the sampling error created by the LPI\u2019s survey-based dataset, LPI ranks are presented with approximate 80 percent confidence intervals (see appendix 5 of the LPI report available at lpi.worldbank.org). These intervals yield upper and lower bounds for a country\u2019s LPI rank. Upper bounds for LPI ranks are calculated by increasing a country\u2019s LPI score to its upper bound while maintaining all other country scores constant and then recalculating LPI ranks. An analogous procedure is adopted for lower bounds.", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.OVRL.RK.ZS", "name": "Logistics performance index: Percent of highest performer)", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The index ranges from 1 to 5, with a higher score representing better performance. Percent of highest performer refers to the percentage of the score of a country in comparison to the score of the highest performing country that year. Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: \"Connecting to Compete 2018: The Logistics Performance Index and Its Indicators\", see Appendix 5 for methodology.", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.OVRL.XQ", "name": "Logistics performance index: Overall (1=low to 5=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The Logistics Performance Index overall score reflects perceptions of a country's logistics based on the efficiency of customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The index ranges from 1 to 5, with a higher score representing better performance. \nData are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. \nScores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. \nDetails of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report.", "sourceOrganization": "Data are available online at: https://lpi.worldbank.org/. Summary results are published in World Bank (2023): Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "LP.LPI.OVRL.XQ.LB", "name": "Logistics performance index: Overall score (1=low to 5=high), lower bound", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index overall score reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The index ranges from 1 to 5, with a higher score representing better performance. To account for the sampling error created by the LPI\u2019s survey-based dataset, LPI scores are presented with approximate 80 percent confidence intervals (see appendix 5 of the LPI report available at lpi.worldbank.org). These intervals yield upper and lower bounds for a country\u2019s LPI score and rank. Upper bounds for LPI scores are calculated by increasing a country\u2019s LPI score to its upper bound while maintaining all other country scores constant and then recalculating LPI ranks. An analogous procedure is adopted for lower bounds. ", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.OVRL.XQ.UB", "name": "Logistics performance index: Overall score (1=low to 5=high), upper bound", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index overall score reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The index ranges from 1 to 5, with a higher score representing better performance. To account for the sampling error created by the LPI\u2019s survey-based dataset, LPI scores are presented with approximate 80 percent confidence intervals (see appendix 5 of the LPI report available at lpi.worldbank.org). These intervals yield upper and lower bounds for a country\u2019s LPI score and rank. Upper bounds for LPI scores are calculated by increasing a country\u2019s LPI score to its upper bound while maintaining all other country scores constant and then recalculating LPI ranks. An analogous procedure is adopted for lower bounds.", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.TIME.RK", "name": "Frequency with which shipments reach consignee within scheduled or expected time, rank (1=highest performer)", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component \"Frequency with which shipments reach consignee within scheduled or expected time\" includes results from the survey question \"When arranging shipments to the countries listed below, how often do they reach the consignee within the scheduled or expected delivery time?\" Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: \"Connecting to Compete 2018: The Logistics Performance Index and Its Indicators\", see Appendix 5 for methodology.", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.TIME.XQ", "name": "Logistics performance index: Frequency with which shipments reach consignee within scheduled or expected time (1=low to 5=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents assessed how often the shipments to assessed markets reach the consignee within the scheduled or expected delivery time, on a rating ranging from 1 (hardly ever) to 5 (nearly always). Scores are averaged across all respondents.", "sourceOrganization": "Data are available online at: https://lpi.worldbank.org/. Summary results are published in World Bank (2023): Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "LP.LPI.TRAC.RK", "name": "Ability to track and trace consignments, rank (1=highest performer)", "unit": "", "source": {"id": "66", "value": "Logistics Performance Index"}, "sourceNote": "The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component \"Ability to track and trace consignments\" includes results from the survey question \"Rate the ability to track and trace your consignments when shipping to country [x].\" Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: \"Connecting to Compete 2018: The Logistics Performance Index and Its Indicators\", see Appendix 5 for methodology.", "sourceOrganization": "World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi", "topics": []}
{"id": "LP.LPI.TRAC.XQ", "name": "Logistics performance index: Ability to track and trace consignments (1=low to 5=high)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents evaluated the ability to track and trace consignments when shipping to the market, on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.", "sourceOrganization": "Data are available online at: https://lpi.worldbank.org/. Summary results are published in World Bank (2023): Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "merchant.1st", "name": "Made a digital merchant payment for the first time after COVID-19 started (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report that the first time they used a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase happened after COVID-19 started.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.1st.s", "name": "Made a digital merchant payment for the first time after COVID-19 started (% who made a digital merchant payment, age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "Among respondents who report making a digital merchant payment, the percentage who report that their first time doing so happened after COVID-19 started--either in-store or by paying online for an internet purchase.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay", "name": "Made a digital merchant payment (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.1", "name": "Made a digital merchant payment, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.10", "name": "Made a digital merchant payment, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.11", "name": "Made a digital merchant payment, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.12", "name": "Made a digital merchant payment, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.2", "name": "Made a digital merchant payment, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.3", "name": "Made a digital merchant payment, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.4", "name": "Made a digital merchant payment, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.5", "name": "Made a digital merchant payment, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": [{}]}
{"id": "merchant.pay.6", "name": "Made a digital merchant payment, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.7", "name": "Made a digital merchant payment, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.8", "name": "Made a digital merchant payment, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "merchant.pay.9", "name": "Made a digital merchant payment, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "MO.INDEX.ECON.XQ", "name": "Sustainable Economic Opportunity", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public Management:  Within this subcategory the Ibrahim Index measures: (i) Quality of Public Administration \u2013 clustered indicator (average) of variables from the African Development Bank and the World Bank measuring the extent to which the civil service is structured to effectively and ethically design policy and deliver services. (ii) Quality of Budget Management \u2013 clustered indicator (average) of variables from the African Development Bank and the World Bank measuring the extent to which there is a comprehensive and credible budget, linked to policy priorities, with mechanisms to ensure implementation and reporting. (iii) Currency Inside Banks \u2013 total stock of currency held within banks as a proportion of the money supply in an economy (OD). (iv) Ratio of Total Revenue to Total Expenditure \u2013 total budget revenue as a proportion of total budget expenditure (OD). (v) Ratio of Budget Deficit or Surplus to GDP \u2013 budget deficit or budget surplus as a proportion of Gross Domestic Product. (vi) Management of  Public Debt \u2013 clustered indicator (average) of variables from the African Development Bank and the World Bank measuring short- and medium term sustainability of fiscal policy and its impact on growth. (vii) Inflation \u2013 annual average change in the consumer price index. (viii) Ratio of External Debt Service to Exports \u2013 total external debt service due, expressed as a proportion of exports of goods, non-factor services, income and workers\u2019 remittances. (ix) Imports Covered by Reserves \u2013 period of time that imports could be paid for by foreign exchange reserves. (x) Statistical Capacity \u2013 national statistical systems and their adherence to international norms in the areas of: Methodology (of compiling statistics and indicators); Regularity and coverage of censuses and surveys; Regularity, timeliness and accessibility of key socioeconomic indicators.", "sourceOrganization": "Mo Ibrahim Foundation, electronic files and web site.", "topics": []}
{"id": "MO.INDEX.HDEV.XQ", "name": "Human Development", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Health and Welfare: Within this sub-category the Ibrahim Index measures: (i) Incidence of TB \u2013 incidence of new cases of Tuberculosis. (ii) Child Mortality \u2013 likelihood that a newborn baby will die before the age of five, assuming that he/she is subject to current, age-specific mortality rates. (iii) Immunisation against Measles \u2013 proportion of one year olds (children aged 12\u201323 months) who have received one dose of measles vaccine. (iv) Immunisation against DTP \u2013 proportion of one year olds (children aged 12\u201323 months) who have received three doses of DTP vaccine. (v) Welfare Regime \u2013 equality of access to social safety nets that compensate for poverty and other risks. (vi) Social Protection and Labour \u2013 clustered indicator (average) of variables from the African Development Bank and the World Bank measuring government policies and regulations to ensure a minimum level of welfare to all people. (vii) Social Exclusion \u2013 extent to which significant parts of society are isolated due to poverty and inequality. (viii) Antiretroviral Treatment Provision \u2013 people with advanced HIV infection who are receiving antiretroviral treatment (ART) according to nationally approved or international standards. (ix)  Antiretroviral Treatment Provision for Pregnant Women \u2013 HIV positive pregnant women who received antiretroviral treatment (ART) to reduce the risk of mother-to-child transmission. (x) Access to Piped Water \u2013 proportion of the population with access to water piped into their dwelling or just outside it. (xi) Access to Improved Water \u2013 proportion of the population with access to a water source protected from outside contamination. (xii) Access to Improved Sanitation \u2013 proportion of the population served with a sanitation facility that hygienically separates human excreta from human contact. (xiii) Open Defecation Sanitation \u2013 proportion of the population forced to dispose of human faeces in open bodies of water or outdoor open spaces.", "sourceOrganization": "Mo Ibrahim Foundation, electronic files and web site.", "topics": []}
{"id": "MO.INDEX.PHR.XQ", "name": "Participation and Human Rights", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Participation: Within this sub-category the Ibrahim Index measures: (i) Political Participation \u2013 extent to which citizens have relevant information and the freedom to participate in the political process. (ii) Effective Power to Govern \u2013 extent to which democratically elected leaders have the effective power to govern, or the extent of veto powers and political enclaves.  (iii) Free and Fair Elections \u2013 extent to which leaders are determined by free and fair elections. (iv)  Electoral Self-determination \u2013 right of citizens to freely decide their political system and leadership. (v) Free and Fair Executive Elections \u2013 integrity of executive elections.", "sourceOrganization": "Mo Ibrahim Foundation, electronic files and web site.", "topics": []}
{"id": "MO.INDEX.SRLW.XQ", "name": "Safety and Rule of Law", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Personal Safety:  Within this sub-category the Ibrahim Index measures: (i) Safety of the Person \u2013 level of criminality in a country. (ii) Violent Crime \u2013 prevalence of violent crime, both organised and common. (iii) Social Unrest \u2013 prevalence of violent social unrest. (iv) Human Trafficking \u2013 government efforts to combat human trafficking. (v) Domestic Political Persecution \u2013 clustered indicator (an average) of the following variables: Physical Integrity Rights Index \u2013 government respect for citizens\u2019 rights to freedom from torture, extrajudicial killing, political imprisonment, and disappearance.  Political Terror Scale \u2013 levels of state-instigated political violence and terror.", "sourceOrganization": "Mo Ibrahim Foundation, electronic files and web site.", "topics": []}
{"id": "MO.INDEX.XQ", "name": "Overall Mo Ibrahim index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Measures overall index on (a) Safety and rule of law (b) Participation and human rights (c) Sustainable Economic  opportunity and (d) Human development.", "sourceOrganization": "Mo Ibrahim Foundation, electronic files and web site.", "topics": []}
{"id": "mobileaccount.t.d", "name": "Mobile money account (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.1", "name": "Mobile money account, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.10", "name": "Mobile money account, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.11", "name": "Mobile money account, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.12", "name": "Mobile money account, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.2", "name": "Mobile money account, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.3", "name": "Mobile money account, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.4", "name": "Mobile money account, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.5", "name": "Mobile money account, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.6", "name": "Mobile money account, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.7", "name": "Mobile money account, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.8", "name": "Mobile money account, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "mobileaccount.t.d.9", "name": "Mobile money account, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally using a mobile money service in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "MS.MIL.MPRT.KD", "name": "Arms imports (SIPRI trend indicator values)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Arms transfers cover the supply of military weapons through sales, aid, gifts, and those made through manufacturing licenses. Data cover major conventional weapons such as aircraft, armored vehicles, artillery, radar systems, missiles, and ships designed for military use. Excluded are transfers of other military equipment such as small arms and light weapons, trucks, small artillery, ammunition, support equipment, technology transfers, and other services. Figures are SIPRI Trend Indicator Values (TIVs) expressed in US$ m. A '0' indicates that the value of deliveries is less than US$0.5m.", "sourceOrganization": "Stockholm International Peace Research Institute (SIPRI), Arms Transfers Programme (http://portal.sipri.org/publications/pages/transfer/splash).", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "21", "value": "Trade"}]}
{"id": "MS.MIL.MPRT.ZS", "name": "Arms imports (% of total imports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "MS.MIL.TOTL.P1", "name": "Armed forces personnel, total", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Armed forces personnel are active duty military personnel, including paramilitary forces if the training, organization, equipment, and control suggest they may be used to support or replace regular military forces.", "sourceOrganization": "International Institute for Strategic Studies, The Military Balance.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "MS.MIL.TOTL.TF.ZS", "name": "Armed forces personnel (% of total labor force)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Armed forces personnel are active duty military personnel, including paramilitary forces if the training, organization, equipment, and control suggest they may be used to support or replace regular military forces. Labor force comprises all people who meet the International Labour Organization's definition of the economically active population.", "sourceOrganization": "International Institute for Strategic Studies, The Military Balance.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "MS.MIL.XPND.CD", "name": "Military expenditure (current USD)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another).", "sourceOrganization": "Stockholm International Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament and International Security.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "MS.MIL.XPND.CN", "name": "Military expenditure (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another.)", "sourceOrganization": "Stockholm International Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament and International Security.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "MS.MIL.XPND.GD.ZS", "name": "Military expenditure (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another.)", "sourceOrganization": "Stockholm International Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament and International Security.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "MS.MIL.XPND.GN.ZS", "name": "Military expenditure (% of GNI)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "MS.MIL.XPND.ZS", "name": "Military expenditure (% of general government expenditure)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another.)", "sourceOrganization": "Stockholm International Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament and International Security.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "MS.MIL.XPRT.KD", "name": "Arms exports (SIPRI trend indicator values)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Arms transfers cover the supply of military weapons through sales, aid, gifts, and those made through manufacturing licenses. Data cover major conventional weapons such as aircraft, armored vehicles, artillery, radar systems, missiles, and ships designed for military use. Excluded are transfers of other military equipment such as small arms and light weapons, trucks, small artillery, ammunition, support equipment, technology transfers, and other services. Figures are SIPRI Trend Indicator Values (TIVs) expressed in US$ m.  A '0' indicates that the value of deliveries is less than US$0.5m", "sourceOrganization": "Stockholm International Peace Research Institute (SIPRI), Arms Transfers Programme (http://portal.sipri.org/publications/pages/transfer/splash).", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "21", "value": "Trade"}]}
{"id": "MS.MIL.XPRT.ZS", "name": "Arms exports (% of total exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.ACC.FB.SNA08.CR", "name": "GDP on Accommodation & Food Beverages Activity Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.ACC.FB.SNA08.KR", "name": "GDP on Accommodation & Food Beverages Activity Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.AGR.CR", "name": "GDP on Agriculture Sector (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.AGR.KR", "name": "GDP on Agriculture Sector (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.AGR.SNA08.CR", "name": "GDP on Agriculture, Forestry & Fisheries Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.AGR.SNA08.KR", "name": "GDP on Agriculture, Forestry & Fisheries Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.BUSS.SNA08.CR", "name": "GDP on Business Services Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.BUSS.SNA08.KR", "name": "GDP on Business Services Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.CNST.CR", "name": "GDP on Construction Sector (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Construction is an economic activity which produces physical structures.\u00a0Physical structures include: buildings; roads; bridges; railways and bridgeways; tunnel subways; viaducts and drainage; sanitary construction; airport terminals and airfield construction; dams; electricity power plants; distribution, transmission and communication networks.\u00a0Construction activities include: planning; preparation; execution; demolition; repairs and maintenance; and construction.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.CNST.KR", "name": "GDP on Construction Sector (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Construction is an economic activity which produces physical structures.\u00a0Physical structures include: buildings; roads; bridges; railways and bridgeways; tunnel subways; viaducts and drainage; sanitary construction; airport terminals and airfield construction; dams; electricity power plants; distribution, transmission and communication networks.\u00a0Construction activities include: planning; preparation; execution; demolition; repairs and maintenance; and construction.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.CNST.SNA08.CR", "name": "GDP on Construction Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.CNST.SNA08.KR", "name": "GDP on Construction Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.EDUS.SNA08.CR", "name": "GDP on Education Services Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.EDUS.SNA08.KR", "name": "GDP on Education Services Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.ELEC.GAS.SNA08.CR", "name": "GDP on Electricity & Gas Supply Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.ELEC.GAS.SNA08.KR", "name": "GDP on Electricity & Gas Supply Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.EXC.OG.CR", "name": "Total GDP excluding Oil and Gas (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.EXC.OG.KR", "name": "Total GDP excluding Oil and Gas (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.FINS.CR", "name": "GDP on Financial Service Sector (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.FINS.KR", "name": "GDP on Financial Service Sector (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.FINS.SNA08.CR", "name": "GDP on Financial & Insurance Activity Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.FINS.SNA08.KR", "name": "GDP on Financial & Insurance Activity Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.HLTH.SOCW.SNA08.CR", "name": "GDP on Human Health & Social Work Activity Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.HLTH.SOCW.SNA08.KR", "name": "GDP on Human Health & Social Work Activity Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.INC.OG.CR", "name": "Total GDP including Oil and Gas (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.INC.OG.KR", "name": "Total GDP including Oil and Gas (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.INC.OG.SNA08.CR", "name": "Total GDP including Oil and Gas (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.INC.OG.SNA08.KR", "name": "Total GDP including Oil and Gas (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.INF.COMM.SNA08.CR", "name": "GDP on Information & Communication Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.INF.COMM.SNA08.KR", "name": "GDP on Information & Communication Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.MINQ.CR", "name": "GDP on Mining and Quarrying Sector (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Mining is an economic activity which extracts minerals (in solid, liquid or gas form) and prepares these items for further processing. Quarrying is an economic activity that covers all extraction of quarried commodities. Quarried commodities are chemical elements, mineral and recess rock sediments below the earth's surface. Quarried commodities are usually used in manufacturing and construction (excluding metal, coal, petroleum, natural gas and radio active elements).", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.MINQ.KR", "name": "GDP on Mining and Quarrying Sector (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Mining is an economic activity which extracts minerals (in solid, liquid or gas form) and prepares these items for further processing. Quarrying is an economic activity that covers all extraction of quarried commodities. Quarried commodities are chemical elements, mineral and recess rock sediments below the earth's surface. Quarried commodities are usually used in manufacturing and construction (excluding metal, coal, petroleum, natural gas and radio active elements).", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.MINQ.SNA08.CR", "name": "GDP on Mining & Quarrying Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.MINQ.SNA08.KR", "name": "GDP on Mining & Quarrying Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.MNF.CR", "name": "GDP on Manufacturing Sector (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Manufacturing is an economic activity involving processing materials and transforming them mechanically, chemically, or manually into finished or semi finished products and/or converting them into other goods having higher value and closer to the final user.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.MNF.KR", "name": "GDP on Manufacturing Sector (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Manufacturing is an economic activity involving processing materials and transforming them mechanically, chemically, or manually into finished or semi finished products and/or converting them into other goods having higher value and closer to the final user.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.MNF.SNA08.CR", "name": "GDP on Manufacturing Industry Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.MNF.SNA08.KR", "name": "GDP on Manufacturing Industry Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.PADM.DEF.SNA08.CR", "name": "GDP on Public Administration, Defense & Compulsory Social Security Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.PADM.DEF.SNA08.KR", "name": "GDP on Public Administration, Defense & Compulsory Social Security Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.REST.SNA08.CR", "name": "GDP on Real Estate Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.REST.SNA08.KR", "name": "GDP on Real Estate Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.SRV.OTHR.CR", "name": "GDP on Other Service Sector (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.SRV.OTHR.KR", "name": "GDP on Other Service Sector (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.SRV.OTHR.SNA08.CR", "name": "GDP on Other Services Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.SRV.OTHR.SNA08.KR", "name": "GDP on Other Services Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.TRAN.COMM.CR", "name": "GDP on Transportation and Telecommunication Sector (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.TRAN.COMM.KR", "name": "GDP on Transportation and Telecommunication Sector (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.TRAN.STOR.SNA08.CR", "name": "GDP on Transportation & Storage Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.TRAN.STOR.SNA08.KR", "name": "GDP on Transportation & Storage Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.TRD.HTL.CR", "name": "GDP on Trade, Hotel and Restaurant Sector (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.TRD.HTL.KR", "name": "GDP on Trade, Hotel and Restaurant Sector (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.TRD.SNA08.CR", "name": "GDP on Wholesales & Retail Trade, Repair of Motor Vehicles & Motorcycles Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.TRD.SNA08.KR", "name": "GDP on Wholesales & Retail Trade, Repair of Motor Vehicles & Motorcycles Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.UTL.CR", "name": "GDP on Utilities Sector (in IDR Million), Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.UTL.KR", "name": "GDP on Utilities Sector (in IDR Million), Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NA.GDP.WTR.WST.SNA08.CR", "name": "GDP on Water Supply, Sewerage, Waste & Recycling Management Sector (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NA.GDP.WTR.WST.SNA08.KR", "name": "GDP on Water Supply, Sewerage, Waste & Recycling Management Sector (in IDR Million), SNA 2008, Constant Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.GOVT.CD", "name": "General government final consumption expenditure (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.GOVT.CN", "name": "General government final consumption expenditure (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.GOVT.KD", "name": "General government final consumption expenditure (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.GOVT.KD.87", "name": "General government consumption (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.GOVT.KD.ZG", "name": "General government final consumption expenditure (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual percentage growth of general government final consumption expenditure based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. General government final consumption expenditure (general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.GOVT.KN", "name": "General government final consumption expenditure (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.GOVT.KN.87", "name": "General government consumption (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.GOVT.KN.87.ZG", "name": "General government consumption (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.GOVT.ZS", "name": "General government final consumption expenditure (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PCAP.CD", "name": "Final consumption expenditure plus discrepancy, per capita (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.CON.PEPC.KD", "name": "Private consumption per capita (1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.PETC.CD", "name": "Household final consumption expenditure, etc. (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PETC.CN", "name": "Household final consumption expenditure, etc. (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PETC.KD", "name": "Household final consumption expenditure, etc. (constant 2010 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant 2010 U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PETC.KD.87", "name": "Private consumption, etc. (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.PETC.KD.ZG", "name": "Household final consumption expenditure, etc. (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Annual percentage growth of household final consumption expenditure is based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PETC.KN", "name": "Household final consumption expenditure, etc. (constant LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PETC.KN.87", "name": "Private consumption, etc. (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.PETC.KN.87.ZG", "name": "Private consumption, etc. (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.PETC.ZS", "name": "Household final consumption expenditure, etc. (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.CD", "name": "Households and NPISHs Final consumption expenditure (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Household and NPISHs final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. This indicator includes the expenditures of nonprofit institutions serving households even when reported separately by the country. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.CN", "name": "Households and NPISHs Final consumption expenditure (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Household and NPISHs final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. This indicator includes the expenditures of nonprofit institutions serving households even when reported separately by the country. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.CN.AD", "name": "Households and NPISHs final consumption expenditure: linked series (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years. Data are in local currency, at current prices.", "sourceOrganization": "World Bank staff estimates based on World Bank national accounts data archives, OECD National Accounts, and the IMF WEO database.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.KD", "name": "Households and NPISHs Final consumption expenditure (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Household and NPISHs final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. This indicator includes the expenditures of nonprofit institutions serving households even when reported separately by the country. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.KD.87", "name": "Private consumption (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.PRVT.KD.ZG", "name": "Households and NPISHs Final consumption expenditure (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual percentage growth of household and NPISHs final consumption expenditure based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Household and NPISHs final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. This indicator includes the expenditures of nonprofit institutions serving households even when reported separately by the country.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.KN", "name": "Households and NPISHs Final consumption expenditure (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Household and NPISHs final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. This indicator includes the expenditures of nonprofit institutions serving households even when reported separately by the country. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.KN.87", "name": "Private consumption,  (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.PRVT.KN.87.ZG", "name": "Private consumption (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.PRVT.PC.KD", "name": "Households and NPISHs Final consumption expenditure per capita (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Household final consumption expenditure per capita (private consumption per capita) is calculated using private consumption in constant 2015 prices and World Bank population estimates. Household final consumption expenditure is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are in constant 2015 U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.PC.KD.ZG", "name": "Households and NPISHs Final consumption expenditure per capita growth (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual percentage growth of household final consumption expenditure per capita, which is calculated using household final consumption expenditure in constant 2010 prices and World Bank population estimates. Household final consumption expenditure (private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.PC.ZG", "name": "Private consumption per capita growth (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.PRVT.PC.ZS", "name": "Private consumption per capita (constant 1995 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.PRVT.POP.ZG", "name": "Private consumption per capita growth (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.PRVT.PP.CD", "name": "Households and NPISHs Final consumption expenditure, PPP (current international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator provides values for households and NPISHs final consumption expenditure expressed in current international dollars converted by purchasing power parity (PPP) conversion factor. \n\nHousehold final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. \n\nPPP conversion factor is a spatial price deflator and currency converter that eliminates the effects of the differences in price levels between countries.\n\nFrom July 2020, \u201cHouseholds and NPISHs final consumption expenditure: linked series (current LCU)\u201d [NE.CON.PRVT.CN.AD] is used as underlying expenditure in local currency unit so that it\u2019s in line with time series of PPP conversion factor, private consumption (LCU per international $), which are extrapolated with linked CPI.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.PP.KD", "name": "Households and NPISHs Final consumption expenditure, PPP (constant 2021 international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are converted to constant 2021 international dollars using purchasing power parity rates.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PRVT.ZS", "name": "Households and NPISHs final consumption expenditure (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.PVPC.KD", "name": "Private consumption per capita (1987 USD)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.TETC.CD", "name": "Final consumption expenditure, etc. (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TETC.CN", "name": "Final consumption expenditure, etc. (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TETC.KD", "name": "Final consumption expenditure, etc. (constant 2010 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant 2010 U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TETC.KD.87", "name": "Total consumption, etc. (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.TETC.KD.ZG", "name": "Final consumption expenditure, etc. (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Average annual growth of final consumption expenditure based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TETC.KN", "name": "Final consumption expenditure, etc. (constant LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TETC.KN.87", "name": "Total consumption, etc. (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.TETC.KN.87.ZG", "name": "Total consumption, etc. (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.TETC.ZS", "name": "Final consumption expenditure, etc. (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TOTL.CD", "name": "Final consumption expenditure (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TOTL.CN", "name": "Final consumption expenditure (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TOTL.KD", "name": "Final consumption expenditure (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TOTL.KD.87", "name": "Total consumption (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.TOTL.KD.ZG", "name": "Final consumption expenditure (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average annual growth of final consumption expenditure based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TOTL.KN", "name": "Final consumption expenditure (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.CON.TOTL.KN.87", "name": "Total consumption (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.TOTL.ZG", "name": "Total consumption: contribution to growth of GDP (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.CON.TOTL.ZS", "name": "Final consumption expenditure (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.DAB.DEFL.ZS", "name": "Gross national expenditure deflator (base year varies by country)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment).", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.DAB.TOTL.CD", "name": "Gross national expenditure (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.DAB.TOTL.CN", "name": "Gross national expenditure (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.DAB.TOTL.IN", "name": "Domestic Absorption Deflator", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.DAB.TOTL.KD", "name": "Gross national expenditure (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.DAB.TOTL.KD.87", "name": "Domestic absorption (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.DAB.TOTL.KN", "name": "Gross national expenditure (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.DAB.TOTL.KN.87", "name": "Domestic absorption (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.DAB.TOTL.XD", "name": "Domestic Absorption deflator  (1987=100,Index)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.DAB.TOTL.ZS", "name": "Gross national expenditure (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment).", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.EXP.CAPM.KN", "name": "KP Capacity to Import (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.EXP.GNFS.CD", "name": "Exports of goods and services (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.EXP.GNFS.CN", "name": "Exports of goods and services (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.EXP.GNFS.KD", "name": "Exports of goods and services (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.EXP.GNFS.KD.87", "name": "Exports of goods and services (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.EXP.GNFS.KD.ZG", "name": "Exports of goods and services (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual growth rate of exports of goods and services based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.EXP.GNFS.KN", "name": "Exports of goods and services (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.EXP.GNFS.KN.87", "name": "Exports of goods and services (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.EXP.GNFS.KN.87.ZG", "name": "Exports of goods and services (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.EXP.GNFS.KN.ZG", "name": "Exports of goods and non-financial services, growth (%, constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "\"The annual rate of growth of exports of goods and non-financial services, as calculated from the constant local currency series.  Exports of goods and services represent the value of all goods and other market services provided to or received from the rest of the world. Included is the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services.  Data are in constant local currency.\r  \"", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.EXP.GNFS.XN", "name": "Export price index (goods and services, 2000=100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The exports price index is derived by dividing the national accounts exports of goods and services in current U.S. dollars by exports of goods and services in constant 2000 U.S. dollars, with 2000 equaling 100. ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.EXP.GNFS.ZS", "name": "Exports of goods and services (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.EXP.TTEF.KN", "name": "KP Terms of Trade Adjustment (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.CON.GOVT.CR", "name": "GDP expenditure on general government consumption (in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Indonesian general government sector is classified into two categories: central government; and local government. Central government covers all government bodies affiliated to central government, including all vertical regional boundaries. Local government covers provincial governments, regency governments and village governments. \n\nGovernment final consumption expenditure refers to the value of goods and services produced for own use in the current account. It is the value of gross output less sales of commodities and non-commodities produced.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NE.GDI.CON.GOVT.SNA08.CR", "name": "GDP expenditure on general government consumption (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.CON.NPI.CR", "name": "GDP expenditure on non profit private institution consumption (in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NE.GDI.CON.NPI.SNA08.CR", "name": "GDP expenditure on non profit private institution consumption (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.CON.PRVT.CR", "name": "GDP expenditure on private consumption (in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NE.GDI.CON.PRVT.SNA08.CR", "name": "GDP expenditure on private consumption (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.EXPT.CR", "name": "GDP expenditure on exports (in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Export is a trade of goods and services provided by citizens of a country to citizens of another country in exchange for foreign currency. Export creates influx of foreign currency.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NE.GDI.EXPT.SNA08.CR", "name": "GDP expenditure on exports (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.FCGV.CD", "name": "GDFI - central government (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Central government\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by central government.  Data are in current U.S. dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NE.GDI.FCGV.CN", "name": "GDFI - central government (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Central government\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by central government.  Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FCGV.KD", "name": "GDFI - central government (constant 2000 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross domestic fixed investment includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2000 U.S. dollars.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NE.GDI.FCGV.KN", "name": "GDFI - central government (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Central government\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by central government.  Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FGOV.CD", "name": "GDFI - general government (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "General government\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by local, state.  Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FGOV.CN", "name": "GDFI - general government (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "General government\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by local, state or central government. Most outlays by government on military equipment are excluded. According to 93SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of government consumption expenditure. Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FGOV.KD", "name": "GDFI - general government (constant 2000 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "\"\nGross domestic fixed investment includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2000 U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FGOV.KN", "name": "GDFI - general government (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "General government\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by local, state or central government. Most outlays by government on military equipment are excluded. According to 93SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of government consumption expenditure. Data; constant prices, local currencies.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FIXD.CN", "name": "CP Fixed Investment (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.FIXD.KN", "name": "Fixed Investment (local) (Const. Price)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.FLGV.CD", "name": "GDFI - state and local government (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "State and local governments\u2019 gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by state and local governments.  Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NE.GDI.FLGV.CN", "name": "GDFI - state and local government (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "State and local governments\u2019 gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by state and local governments.  Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FLGV.KN", "name": "GDFI - state and local government (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "State and local governments\u2019 gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by state and local governments.  Data are in constant local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPBE.CD", "name": "GDFI - public enterprises (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public sector\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPBE.CN", "name": "GDFI - public enterprises (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public sector\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPBE.KN", "name": "GDFI - public enterprises (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public sector\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets. Data are in const", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPRV.CD", "name": "GDFI - private (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Private sector\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets.  Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPRV.CN", "name": "Gross fixed capital formation, private sector (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Private investment covers gross outlays by the private sector (including private nonprofit agencies) on additions to its fixed domestic assets.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.FPRV.GI.ZS", "name": "Private fixed investment (% of GDFI)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.FPRV.GI.ZS.IC", "name": "Private fixed investment (% of gross domestic fixed investment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.FPRV.IC.ZS", "name": "Private investment (% of GDFI)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.FPRV.IFC.ZS", "name": "Private investment (% of GDFI)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "NE.GDI.FPRV.KD", "name": "GDFI - private sector (constant 2000 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Private sector\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets.  Data are in constant 2000 local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPRV.KN", "name": "GDFI - private sector (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Private sector\u2019s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets.  Data are in constant local prices.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPRV.ZS", "name": "Gross fixed capital formation, private sector (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Private investment covers gross outlays by the private sector (including private nonprofit agencies) on additions to its fixed domestic assets.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.FPUB.CD", "name": "GDFI - public sector (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public sectors\u2019 gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPUB.CN", "name": "Gross fixed capital formation, public sector (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public investment covers gross outlays by the public sector on additions to its fixed domestic assets.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPUB.KD", "name": "GDFI - public sector (constant 2000 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public sectors\u2019 gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. Data are in constant 2000 U.S. dollars.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPUB.KN", "name": "GDFI - public sector (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public sectors\u2019 gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. Data are in constant local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FPUB.ZS", "name": "Gross public investment (% of GDP)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross public investment (see definition below) as a percentage of GDP (%) .  Public sectors\u2019 gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.FTOT.CD", "name": "Gross fixed capital formation (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.FTOT.CN", "name": "Gross fixed capital formation (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.FTOT.CR", "name": "GDP expenditure on gross fixed capital formation (in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Gross fixed capital formation is expenditure for capital goods which have an effective life of more than one year and which do not represent commodities for consumption. Gross fixed capital formation includes residential and non residential buildings and other constructions such as roads and airports as well as machinery. Expenditure on capital goods and buildings for military requirements is not included in this breakdown, but rather is classified as government consumption. \n\nGross fixed capital formation, in the general government sector, is defined as the difference between government expenditure on additions to its fixed assets and net sales of similar second-hand and scrapped goods. Items classified as fixed capital formation include: dwelling and non-dwelling buildings; roads, bridges and similar constructions; machinery and equipment; motor vehicles; major repairs and alterations to the above mentioned durable goods which significantly extend their lifetime or productivity; and outlays on the reclamation and improvement of land and the development of plantations.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NE.GDI.FTOT.KD", "name": "Gross fixed capital formation (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 2008 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.FTOT.KD.87", "name": "Gross domestic fixed investment (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.FTOT.KD.ZG", "name": "Gross fixed capital formation (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average annual growth of gross fixed capital formation based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 2008 SNA, net acquisitions of valuables are also considered capital formation.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.FTOT.KN", "name": "Gross fixed capital formation (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.FTOT.KN.87", "name": "Gross domestic fixed investment (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.FTOT.KN.87.ZG", "name": "Gross domestic fixed investment (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.FTOT.SNA08.CR", "name": "GDP expenditure on gross fixed capital formation (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.FTOT.ZS", "name": "Gross fixed capital formation (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.IMPT.CR", "name": "GDP expenditure on imports (in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Import is a trade of goods and services required by citizens of a country from citizens of other country in exchange for foreign currency. Import creates outflux of foreign currency.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NE.GDI.IMPT.SNA08.CR", "name": "GDP expenditure on imports (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.INEX.SNA08.CR", "name": "GDP expenditure on inter-region net exports (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.PCAP.KD", "name": "Gross domestic investment per capita (1987 USD)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.PCAP.KD.87", "name": "Gross domestic investment per cap. (1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.STKB.CD", "name": "Changes in inventories (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \"work in progress.\" Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.STKB.CN", "name": "Changes in inventories (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \"work in progress.\" Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.STKB.CR", "name": "GDP expenditure on changes in stock (in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Stock change in a particular year is defined as the difference between the year's final stock and the initial stock. Stock may consist of intermediate goods to be used in the production process, semi-finished goods and unsold finished goods. Those who hold stock include business enterprises, state enterprises and government. Goods categorised as government stock are those held for strategic purposes such as food products.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NE.GDI.STKB.KD.87", "name": "Change in inventories (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.STKB.KN", "name": "Changes in inventories (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \"work in progress.\" Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.STKB.KN.87", "name": "Change in inventories (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.STKB.SNA08.CR", "name": "GDP expenditure on changes in stock (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.STPB.CD", "name": "Change in stocks public sector (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Changes in stocks/inventories of public sector comprises the value of the physical changes in (i) stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries, and (ii) stocks of strategic materials or other commodities of importance to the nation held by producers of government services. Data are in current U.S. dollars.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NE.GDI.STPB.CN", "name": "Change in stocks public sector (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Changes in stocks/inventories of public sector comprises the value of the physical changes in (i) stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries, and (ii) stocks of strategic materials or other commodities of importance to the nation held by producers of government services. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.STPB.KN", "name": "Change in stocks, public sector (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Changes in stocks/inventories of public sector comprises the value of the physical changes in (i) stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries, and (ii) stocks of strategic materials or other commodities of importance to the nation held by producers of government services. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.STPV.CD", "name": "Change in stocks, private sector (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Changes in stocks/inventories of private sector comprises the value of the physical changes in stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries.  Data are in current U.S. dollars.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NE.GDI.STPV.CN", "name": "Change in stocks, private sector (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Changes in stocks/inventories of private sector comprises the value of the physical changes in stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries.  Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.STPV.KN", "name": "Change in stocks, private sector (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Changes in stocks/inventories of private sector comprises the value of the physical changes in stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries.  Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.GDI.TOTL.CD", "name": "Gross capital formation (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \"work in progress.\" According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.TOTL.CN", "name": "Gross capital formation (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \"work in progress.\" According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.TOTL.CR", "name": "Total GDP based on expenditure (in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "NE.GDI.TOTL.KD", "name": "Gross capital formation (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \"work in progress.\" According to the 2008 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.TOTL.KD.87", "name": "Gross domestic investment (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.TOTL.KD.ZG", "name": "Gross capital formation (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual growth rate of gross capital formation based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \"work in progress.\" According to the 2008 SNA, net acquisitions of valuables are also considered capital formation.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.TOTL.KN", "name": "Gross capital formation (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \"work in progress.\" According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.GDI.TOTL.KN.87", "name": "Gross domestic investment (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.TOTL.KN.87.ZG", "name": "Gross domestic investment (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.TOTL.SNA08.CR", "name": "Total GDP based on expenditure (in IDR Million), SNA 2008, Current Price", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.TOTL.ZG", "name": "Gross domestic investment: contr. to growth of GDP(%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.GDI.TOTL.ZS", "name": "Gross capital formation (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \"work in progress.\" According to the 1993 SNA, net acquisitions of valuables are also considered capital formation.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.IMP.GNFS.CD", "name": "Imports of goods and services (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.IMP.GNFS.CN", "name": "Imports of goods and services (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.IMP.GNFS.KD", "name": "Imports of goods and services (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.IMP.GNFS.KD.87", "name": "Imports of goods and services (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.IMP.GNFS.KD.ZG", "name": "Imports of goods and services (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual growth rate of imports of goods and services based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.IMP.GNFS.KN", "name": "Imports of goods and services (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.IMP.GNFS.KN.87", "name": "Imports of goods and services (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.IMP.GNFS.KN.87.ZG", "name": "Imports of goods and services (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.IMP.GNFS.XN", "name": "Import price index (goods and services 2000=100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The imports price index is derived by dividing the national accounts exports of goods and services in current U.S. dollars by imports of goods and services in constant 2000 U.S. dollars, with 2000 equaling 100. ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.IMP.GNFS.ZS", "name": "Imports of goods and services (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.MRCH.GDP.ZS", "name": "Merchandise trade to GDP ratio (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Merchandise trade as a share of GDP is the sum of merchandise exports and imports divided by the value of GDP, all in current US dollars  and from the national accounts.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NE.RSB.GNFS.CD", "name": "External balance on goods and services (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.RSB.GNFS.CN", "name": "External balance on goods and services (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.RSB.GNFS.KD.87", "name": "Resource balance (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.RSB.GNFS.KN", "name": "External balance on goods and services (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NE.RSB.GNFS.KN.87", "name": "Resource balance (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.RSB.GNFS.ZG", "name": "Resource balance: contribution to growth of GDP (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.RSB.GNFS.ZS", "name": "External balance on goods and services (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services).", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.RSB.TOTL.KN", "name": "Resource Balance (local) (Const. Price)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NE.TRD.GNFS.CD", "name": "Trade of goods and services (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Trade is the sum of exports and imports of goods and services measured as a share of gross domestic product. ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NE.TRD.GNFS.ZS", "name": "Trade (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trade is the sum of exports and imports of goods and services measured as a share of gross domestic product.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NE.TRM.TRAD.XN", "name": "Terms of trade index (2000=100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is based upon goods and non-financial services from the National Accounts, that is, the terms of trade index shows the national accounts exports price index divided by the imports price index, with 2000 equaling 100.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NE.TRM.TRAD.XU", "name": "Terms of trade (goods and services, 2000 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The terms of trade index shows the national accounts exports price index divided by the imports price index, with 2000 equaling 100.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NEER", "name": "Nominal Effecive Exchange Rate", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "A measure of the value of a currency against a weighted average of several foreign currencies", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "NP.AGR.TOTL.CN", "name": "Agriculture, value added (local)  (Curr. Price)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.AGR.TOTL.IN", "name": "Agricultural Value Added Deflator", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.AGR.TOTL.KN", "name": "Agriculture, value added (local) (Const. Price)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.AGR.TOTL.ZG", "name": "Agriculture: contribution to growth of GDP (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.IND.TOTL.CN", "name": "CP Value Added in Industry (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.IND.TOTL.IN", "name": "Industrial Value Added Deflator", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.IND.TOTL.KN", "name": "Industry, value added (local) (Const. Price)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.IND.TOTL.ZG", "name": "Industry: contribution to growth of GDP (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.MAN.TOTL.CN", "name": "CP Value Added in Manufacturing (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.MAN.TOTL.IN", "name": "Manuf. Value Added Deflator", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.MAN.TOTL.KN", "name": "KP Value Added in Manufacturing (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.SRV.TOTL.CN", "name": "CP Value Added in Services, etc. (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.SRV.TOTL.KN", "name": "KP Value Added in Services, etc. (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NP.SRV.TOTL.ZG", "name": "Services: contribution to growth of GDP (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NRRV.SHR.FRST.CR", "name": "Total Natural Resources Revenue Sharing from Forestry (in IDR, realization value)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)", "topics": []}
{"id": "NRRV.SHR.FSH.CR", "name": "Total Natural Resources Revenue Sharing from Fishery (in IDR, realization value)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)", "topics": []}
{"id": "NRRV.SHR.GAS.CR", "name": "Total Natural Resources Revenue Sharing from Gas (in IDR, realization value)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)", "topics": []}
{"id": "NRRV.SHR.GEOT.CR", "name": "Total Natural Resources Revenue Sharing from Geothermal  Energy (in IDR, realization value)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)", "topics": []}
{"id": "NRRV.SHR.MIN.CR", "name": "Total Natural Resources Revenue Sharing from Mining (in IDR, realization value)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)", "topics": []}
{"id": "NRRV.SHR.PETR.CR", "name": "Total Natural Resources Revenue Sharing from Oil (in IDR, realization value)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)", "topics": []}
{"id": "NV.AGR.EMPL.KD", "name": "Agriculture, forestry, and fishing, value added per worker (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Value added per worker is a measure of labor productivity\u2014value added per unit of input. Value added denotes the net output of a sector after adding up all outputs and subtracting intermediate inputs. Data are in constant 2015 U.S. dollars. Agriculture corresponds to the International Standard Industrial Classification (ISIC) tabulation categories A and B (revision 3) or tabulation category A (revision 4), and includes forestry, hunting, and fishing as well as cultivation of crops and livestock production.", "sourceOrganization": "Derived using World Bank national accounts data and OECD National Accounts data files, and employment data from International Labour Organization, ILOSTAT database.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.AGR.PCAP.KD.ZG", "name": "Real agricultural GDP per capita growth rate (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The growth rate of real per capita GDP in agriculture, expressed at an annual rate.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NV.AGR.TOTL.CD", "name": "Agriculture, forestry, and fishing, value added (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Agriculture, forestry, and fishing corresponds to ISIC divisions 1-3 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.AGR.TOTL.CN", "name": "Agriculture, forestry, and fishing, value added (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Agriculture, forestry, and fishing corresponds to ISIC divisions 1-3 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.AGR.TOTL.KD", "name": "Agriculture, forestry, and fishing, value added (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Agriculture, forestry, and fishing corresponds to ISIC divisions 01-03 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.AGR.TOTL.KD.87", "name": "Agriculture, value added (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.AGR.TOTL.KD.ZG", "name": "Agriculture, forestry, and fishing, value added (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual growth rate for agricultural, forestry, and fishing value added based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Agriculture corresponds to ISIC divisions 01-03 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.AGR.TOTL.KN", "name": "Agriculture, forestry, and fishing, value added (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Agriculture, forestry, and fishing corresponds to ISIC divisions 1-3 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.AGR.TOTL.KN.87", "name": "Agriculture, value added (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.AGR.TOTL.KN.87.ZG", "name": "Agriculture, value added (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.AGR.TOTL.XD", "name": "Agriculture, val. added defl. (1987=100,Index)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.AGR.TOTL.ZG", "name": "Real agricultural GDP growth rates (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the annual rate of growth of agricultural GDP.  Value added in agriculture measures the output of the agricultural sector (ISIC divisions 1-5) less the value of intermediate inputs. Agriculture comprises value added from forestry, hunting, and fishing as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2. Data are in current local currency.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NV.AGR.TOTL.ZS", "name": "Agriculture, forestry, and fishing, value added (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Agriculture, forestry, and fishing corresponds to ISIC divisions 1-3 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Note: For VAB countries, gross value added at factor cost is used as the denominator.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "3", "value": "Economy & Growth"}, {"id": "19", "value": "Climate Change"}]}
{"id": "NV.FSM.TOTL.CN", "name": "Financial intermediary services indirectly Measured (FISIM) (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Financial intermediation services indirectly measured (FISIM) is an indirect measure of the value of financial intermediation services (i.e. output) provided but for which financial institutions do not charge explicitly as compared to explicit bank charges. Although the 1993 SNA recommends that the FISIM are allocated as intermediate and final consumption to the users, many countries still make a global (negative) adjustment to the sum of gross value added.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.FSM.TOTL.KN", "name": "Financial intermediary services indirectly Measured (FISIM) (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Financial intermediation services indirectly measured (FISIM) is an indirect measure of the value of financial intermediation services (i.e. output) provided but for which financial institutions do not charge explicitly as compared to explicit bank charges. Although the 1993 SNA recommends that the FISIM are allocated as intermediate and final consumption to the users, many countries still make a global (negative) adjustment to the sum of gross value added.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.CNST.CD", "name": "Construction, value added (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in construction is defined as the value of output of the construction industry less the value of intermediate consumption (intermediate inputs). Construction is a subset of industry (ISIC 45). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.IND.CNST.CN", "name": "Construction, value added (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in construction is defined as the value of output of the construction industry less the value of intermediate consumption (intermediate inputs). Construction is a subset of industry (ISIC 45). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.IND.CNST.KN", "name": "Construction, value added (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in construction is defined as the value of output of the construction industry less the value of intermediate consumption (intermediate inputs). Construction is a subset of industry (ISIC 45). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.IND.EMPL.KD", "name": "Industry (including construction), value added per worker (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Value added per worker is a measure of labor productivity\u2014value added per unit of input. Value added denotes the net output of a sector after adding up all outputs and subtracting intermediate inputs. Data are in constant 2015 U.S. dollars. Industry corresponds to the International Standard Industrial Classification (ISIC) tabulation categories C-F (revision 3) or tabulation categories B-F (revision 4), and includes mining and quarrying (including oil production), manufacturing, construction, and public utilities (electricity, gas, and water).", "sourceOrganization": "Derived using World Bank national accounts data and OECD National Accounts data files, and employment data from International Labour Organization, ILOSTAT database.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.GELW.CD", "name": "Electricity, gas and water supply, value added (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in gas, electricity and water is defined as the value of output of the \u2018Electricity, Gas and Water supply' industry less the value of intermediate consumption (intermediate inputs). Gas, electricity and water is a subset of industry (ISIC 40-41). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.IND.GELW.CN", "name": "Electricity, gas and water supply, value added (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in gas, electricity and water is defined as the value of output of the \u2018Electricity, Gas and Water supply' industry less the value of intermediate consumption (intermediate inputs). Gas, electricity and water is a subset of industry (ISIC 40-41). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.IND.GELW.KN", "name": "Electricity, gas and water supply, value added (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in gas, electricity and water is defined as the value of output of the \u2018Electricity, Gas and Water supply' industry less the value of intermediate consumption (intermediate inputs). Gas, electricity and water is a subset of industry (ISIC 40-41). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.IND.MANF.CD", "name": "Manufacturing, value added (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.MANF.CN", "name": "Manufacturing, value added (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.MANF.KD", "name": "Manufacturing, value added (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Manufacturing refers to industries belonging to ISIC divisions 10-33. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.MANF.KD.87", "name": "Manufacturing, value added (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.IND.MANF.KD.ZG", "name": "Manufacturing, value added (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual growth rate for manufacturing value added based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Manufacturing refers to industries belonging to ISIC divisions 10-33. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.MANF.KN", "name": "Manufacturing, value added (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.MANF.KN.87", "name": "Manufacturing, value added (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.IND.MANF.KN.87.ZG", "name": "Manufacturing, value added (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.IND.MANF.KN.ZG", "name": "Value added, manufacturing growth rate (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the annual rate of growth of value added in manufacturing.  Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2.", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NV.IND.MANF.XD", "name": "Manufacturing, val. added defl.(1987=100,Index)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.IND.MANF.ZS", "name": "Manufacturing, value added (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Note: For VAB countries, gross value added at factor cost is used as the denominator.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.MINQ.CD", "name": "Mining and quarrying, value added (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.IND.MINQ.CN", "name": "Mining and quarrying, value added (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.IND.MINQ.KD", "name": "Value added, mining and quarrying (constant 2000 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in constant 2000 U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.IND.MINQ.KN", "name": "Mining and quarrying, value added (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.IND.TOTL.CD", "name": "Industry (including construction), value added (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Industry (including construction) corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.TOTL.CN", "name": "Industry (including construction), value added (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Industry (including construction) corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.TOTL.KD", "name": "Industry (including construction), value added (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Industry (including construction) corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.TOTL.KD.87", "name": "Industry, value added (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.IND.TOTL.KD.ZG", "name": "Industry (including construction), value added (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual growth rate for industrial (including construction) value added based on constant local currency. Aggregates are based on constant 2015 prices, expressed in  U.S. dollars. Industry corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.TOTL.KN", "name": "Industry (including construction), value added (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Industry (including construction) corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.IND.TOTL.KN.87", "name": "Industry, value added (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.IND.TOTL.KN.87.ZG", "name": "Industry, value added (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.IND.TOTL.XD", "name": "Industry, val. added defl. (1987=100,Index)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.IND.TOTL.ZG", "name": "Industry: contribution to growth of GDP (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.IND.TOTL.ZS", "name": "Industry (including construction), value added (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Industry (including construction) corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Note: For VAB countries, gross value added at factor cost is used as the denominator.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.MNF.CHEM.UN.ZS", "name": "Chemicals (% of value added in manufacturing)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.MNF.CHEM.ZS.UN", "name": "Chemicals (% of value added in manufacturing)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Chemicals correspond to ISIC division 24.", "sourceOrganization": "United Nations Industrial Development Organization, International Yearbook of Industrial Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.MNF.FBTO.UN.ZS", "name": "Food, beverages, and tobacco (% of value added in mfg)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.MNF.FBTO.ZS.UN", "name": "Food, beverages and tobacco (% of value added in manufacturing)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Food, beverages, and tobacco correspond to ISIC divisions 15 and 16.", "sourceOrganization": "United Nations Industrial Development Organization, International Yearbook of Industrial Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.MNF.MTRN.UN.ZS", "name": "Machinery and transport equipment (% of value added in mfg)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.MNF.MTRN.ZS.UN", "name": "Machinery and transport equipment (% of value added in manufacturing)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Machinery and transport equipment correspond to ISIC divisions 29, 30, 32, 34, and 35.", "sourceOrganization": "United Nations Industrial Development Organization, International Yearbook of Industrial Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.MNF.OTHR.UN.ZS", "name": "Other manufacturing (% of value added in mfg)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.MNF.OTHR.ZS.UN", "name": "Other manufacturing (% of value added in manufacturing)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Other manufacturing, a residual, covers wood and related products (ISIC division 20), paper and related products (ISIC divisions 21 and 22), petroleum and related products (ISIC division 23), basic metals and mineral products (ISIC division27), fabricated metal products and professional goods (ISIC division 28), and other industries (ISIC divisions 25, 26, 31, 33, 36, and 37). Includes unallocated data. When data for textiles, machinery, or chemicals are shown as not available, they are included in other manufacturing.", "sourceOrganization": "United Nations Industrial Development Organization, International Yearbook of Industrial Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.MNF.TECH.ZS.UN", "name": "Medium and high-tech manufacturing value added (% manufacturing value added)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The proportion of medium and high-tech industry value added in total value added of manufacturing", "sourceOrganization": "United Nations Industrial Development Organization (UNIDO), Competitive Industrial Performance (CIP) database", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.MNF.TXTL.UN.ZS", "name": "Textiles and clothing (% of value added in mfg)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.MNF.TXTL.ZS.UN", "name": "Textiles and clothing (% of value added in manufacturing)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Textiles and clothing correspond to ISIC divisions 17-19.", "sourceOrganization": "United Nations Industrial Development Organization, International Yearbook of Industrial Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.ADMN.CD", "name": "Public administration and defence, value added (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in public administration and defense is defined as the value of output of the public administration and defense industries less the value of intermediate consumption (intermediate inputs). Public administration and defense is a subset of services (ISIC 75). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.ADMN.CN", "name": "Public administration and defence, value added (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in public administration and defense is defined as the value of output of the public administration and defense industries less the value of intermediate consumption (intermediate inputs). Public administration and defense is a subset of services (ISIC 75). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.ADMN.KN", "name": "Public administration and defence, value added (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in public administration and defense is defined as the value of output of the public administration and defense industries less the value of intermediate consumption (intermediate inputs). Public administration and defense is a subset of services (ISIC 75). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.BNKG.CD", "name": "Financial and insurance activities (banking), value added (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in banking is defined as the value of output of the banking industry less the value of intermediate consumption (intermediate inputs). Banking is a subset of services, comprising financial intermediation (ISIC 65-67). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.BNKG.CN", "name": "Financial and insurance activities (banking), value added (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in banking is defined as the value of output of the banking industry less the value of intermediate consumption (intermediate inputs). Banking is a subset of services, comprising financial intermediation (ISIC 65-67). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.BNKG.KN", "name": "Financial and insurance activities (banking), value added (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in banking is defined as the value of output of the banking industry less the value of intermediate consumption (intermediate inputs). Banking is a subset of services, comprising financial intermediation (ISIC 65-67). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.DISC.CD", "name": "Discrepancy in GDP, value added (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the discrepancy included in the value added of services, etc. Covered here are any discrepancies noted by national compilers as well as discrepancies arising from linking new and old series in the World Bank data base. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.DISC.CN", "name": "Discrepancy in GDP, value added (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the discrepancy included in the value added of services, etc. Covered here are any discrepancies noted by national compilers as well as discrepancies arising from linking new and old series in the World Bank data base. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.DISC.KN", "name": "Discrepancy in GDP, value added (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the discrepancy included in the value added of services, etc. Covered here are any discrepancies noted by national compilers as well as discrepancies arising from linking new and old series in the World Bank data base. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.DWEL.CD", "name": "Ownership of dwellings, value added (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in dwellings is defined as the imputed value of output of owner occupied dwellings less the value of intermediate consumption (intermediate inputs). Dwellings is a subset of services (part of ISIC 70). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.DWEL.CN", "name": "Ownership of dwellings, value added (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in dwellings is defined as the imputed value of output of owner occupied dwellings less the value of intermediate consumption (intermediate inputs). Dwellings is a subset of services (part of ISIC 70). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.DWEL.KN", "name": "Ownership of dwellings, value added (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in dwellings is defined as the imputed value of output of owner occupied dwellings less the value of intermediate consumption (intermediate inputs). Dwellings is a subset of services (part of ISIC 70). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.EMPL.KD", "name": "Services, value added per worker (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Value added per worker is a measure of labor productivity\u2014value added per unit of input. Value added denotes the net output of a sector after adding up all outputs and subtracting intermediate inputs. Data are in constant 2015 U.S. dollars. Services corresponds to the International Standard Industrial Classification (ISIC) tabulation categories G-P (revision 3) or tabulation categories G-U (revision 4), and includes wholesale and retail trade and restaurants and hotels; transport, storage, and communications; financing, insurance, real estate, and business services; and community, social and personal services.", "sourceOrganization": "Derived using World Bank national accounts data and OECD National Accounts data files, and employment data from International Labour Organization, ILOSTAT database.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.OTHR.CD", "name": "Other services, value added (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in other services is defined as the value of output of the 'other services' industry less the value of intermediate consumption (intermediate inputs). Other services is a subset of services, comprising real estate, renting and business activities (excluding services of owner occupied dwellings), education, health and social work, other community, social and personal service activities, private households with employed persons, and extra territorial organizations (ISIC 70-74, 80-99). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.OTHR.CN", "name": "Other services, value added (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in other services is defined as the value of output of the 'other services' industry less the value of intermediate consumption (intermediate inputs). Other services is a subset of services, comprising real estate, renting and business activities (excluding services of owner occupied dwellings), education, health and social work, other community, social and personal service activities, private households with employed persons, and extra territorial organizations (ISIC 70-74, 80-99). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.OTHR.KN", "name": "Other services, value added (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in other services is defined as the value of output of the 'other services' industry less the value of intermediate consumption (intermediate inputs). Other services is a subset of services, comprising real estate, renting and business activities (excluding services of owner occupied dwellings), education, health and social work, other community, social and personal service activities, private households with employed persons, and extra territorial organizations (ISIC 70-74, 80-99). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.TETC.CD", "name": "Services, etc., value added (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TETC.CN", "name": "Services, etc., value added (current LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TETC.KD", "name": "Services, etc., value added (constant 2010 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant 2010 U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TETC.KD.87", "name": "Services, etc., value added (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.SRV.TETC.KD.ZG", "name": "Services, etc., value added (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Annual growth rate for value added in services based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TETC.KN", "name": "Services, etc., value added (constant LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TETC.KN.87", "name": "Services, etc., value added (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.SRV.TETC.KN.87.ZG", "name": "Services, etc., value added (annual % growth)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.SRV.TETC.KN.ZG", "name": "Value added, services and etc growth rate (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the annual rate of growth of value added in services. Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.TETC.ZG", "name": "Services: contribution to growth of GDP (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NV.SRV.TETC.ZS", "name": "Services, etc., value added (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Services correspond to ISIC divisions 50-99 and they include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Note: For VAB countries, gross value added at factor cost is used as the denominator.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TOTL.CD", "name": "Services, value added (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges and import duties. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TOTL.CN", "name": "Services, value added (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges and import duties. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TOTL.KD", "name": "Services, value added (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Services correspond to ISIC divisions 45-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TOTL.KD.ZG", "name": "Services, value added (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual growth rate for value added in services based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Services correspond to ISIC divisions 45-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TOTL.KN", "name": "Services, value added (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges and import duties. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TOTL.ZS", "name": "Services, value added (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Services correspond to ISIC divisions 50-99 and they include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3 or 4.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NV.SRV.TRAD.CD", "name": "Wholesale and retail trade, value added (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in trade is defined as the value of output of the trade industry less the value of intermediate consumption (intermediate inputs). Trade is a subset of services, comprising wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.TRAD.CN", "name": "Wholesale and retail trade, value added (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in trade is defined as the value of output of the trade industry less the value of intermediate consumption (intermediate inputs). Trade is a subset of services, comprising wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.TRAD.KN", "name": "Wholesale and retail trade, value added (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in trade is defined as the value of output of the trade industry less the value of intermediate consumption (intermediate inputs). Trade is a subset of services, comprising wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.TRAN.CD", "name": "Transportation, storage and communication, value added (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in transport is defined as the value of output of the transport industry less the value of intermediate consumption (intermediate inputs). Transport is a subset of services, comprising transport, storage and communications (ISIC 60-64). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.TRAN.CN", "name": "Transportation, storage and communication, value added (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in transport is defined as the value of output of the transport industry less the value of intermediate consumption (intermediate inputs). Transport is a subset of services, comprising transport, storage and communications (ISIC 60-64). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NV.SRV.TRAN.KN", "name": "Transportation, storage and communication, value added (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Value added in transport is defined as the value of output of the transport industry less the value of intermediate consumption (intermediate inputs). Transport is a subset of services, comprising transport, storage and communications (ISIC 60-64). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NW.DOW.PC", "name": "Domestic comprehensive wealth per capita index (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.DOW.PC.CD", "name": "Domestic comprehensive wealth per capita index (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.DOW.TO", "name": "Domestic comprehensive wealth index (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.DOW.TO.CD", "name": "Domestic comprehensive wealth index (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.HCA.FEMA.PC", "name": "Human capital per capita, female (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.HCA.FEMA.PC.CD", "name": "Human capital per capita, female (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.HCA.FEMA.TO", "name": "Human capital, female (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.HCA.FEMA.TO.CD", "name": "Human capital, female (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.HCA.MALE.PC", "name": "Human capital per capita, male (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": [{}]}
{"id": "NW.HCA.MALE.PC.CD", "name": "Human capital per capita, male (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.HCA.MALE.TO", "name": "Human capital, male (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.HCA.MALE.TO.CD", "name": "Human capital, male (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.HCA.PC", "name": "Human capital per capita (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.HCA.PC.CD", "name": "Human capital per capita (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.HCA.TO", "name": "Human capital (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.HCA.TO.CD", "name": "Human capital (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.AGRI.PC", "name": "Renewable natural capital per capita, agricultural land (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.AGRI.PC.CD", "name": "Renewable natural capital per capita, agricultural land (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.AGRI.TO", "name": "Renewable natural capital, agricultural land (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.AGRI.TO.CD", "name": "Renewable natural capital, agricultural land (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.CROP.PC.CD", "name": "Renewable natural capital per capita, agricultural land: cropland (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.CROP.TO.CD", "name": "Renewable natural capital, agricultural land: cropland (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FISH.PC", "name": "Renewable natural capital per capita, fisheries (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.FISH.PC.CD", "name": "Renewable natural capital per capita, fisheries (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FISH.TO", "name": "Renewable natural capital, fisheries (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.FISH.TO.CD", "name": "Renewable natural capital, fisheries (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTC.PC", "name": "Renewable natural capital per capita, forest recreation, hunting and fishing services (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTC.PC.CD", "name": "Renewable natural capital per capita, forest recreation, hunting and fishing services (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTC.TO", "name": "Renewable natural capital, forest recreation, hunting and fishing services (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTC.TO.CD", "name": "Renewable natural capital, forest recreation, hunting and fishing services (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTP.PC", "name": "Renewable natural capital per capita, nonwood forest protection ecosystem services (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTP.PC.CD", "name": "Renewable natural capital per capita, nonwood forest protection ecosystem services (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTP.TO", "name": "Renewable natural capital, nonwood forest protection ecosystem services (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTP.TO.CD", "name": "Renewable natural capital, nonwood forest protection ecosystem services (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTW.PC", "name": "Renewable natural capital per capita, forest water ecosystem services (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTW.PC.CD", "name": "Renewable natural capital per capita, forest water ecosystem services (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTW.TO", "name": "Renewable natural capital, forest water ecosystem services (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FSTW.TO.CD", "name": "Renewable natural capital, forest water ecosystem services (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FTIM.PC", "name": "Renewable natural capital per capita, timber (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.FTIM.PC.CD", "name": "Renewable natural capital per capita, timber (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.FTIM.TO", "name": "Renewable natural capital, timber (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.FTIM.TO.CD", "name": "Renewable natural capital, timber (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.HYDR.PC", "name": "Renewable natural capital per capita, hydropower energy (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.HYDR.PC.CD", "name": "Renewable natural capital per capita, hydropower energy (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.HYDR.TO", "name": "Renewable natural capital, hydropower energy (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.HYDR.TO.CD", "name": "Renewable natural capital, hydropower energy (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MANG.PC", "name": "Renewable natural capital per capita, mangroves (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.MANG.PC.CD", "name": "Renewable natural capital, mangroves (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MANG.TO", "name": "Renewable natural capital, mangroves (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.MANG.TO.CD", "name": "Renewable natural capital per capita, mangroves (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MBAU.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: bauxite (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MBAU.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: bauxite (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MBAU.TO", "name": "Nonrenewable natural capital, metals and minerals: bauxite (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MBAU.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: bauxite (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MCOB.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: cobalt (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MCOB.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: cobalt (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MCOB.TO", "name": "Nonrenewable natural capital, metals and minerals: cobalt (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MCOB.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: cobalt (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MCOP.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: copper (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MCOP.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: copper (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MCOP.TO", "name": "Nonrenewable natural capital, metals and minerals: copper (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MCOP.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: copper (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MGOL.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: gold (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MGOL.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: gold (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MGOL.TO", "name": "Nonrenewable natural capital, metals and minerals: gold (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MGOL.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: gold (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MINR.PC", "name": "Nonrenewable natural capital per capita, metals and minerals, sub-index, total (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.MINR.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals, sub-index, total (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MINR.TO", "name": "Nonrenewable natural capital, metals and minerals, sub-index, total (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.MINR.TO.CD", "name": "Nonrenewable natural capital, metals and minerals, sub-index, total (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MIRO.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: iron ore (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MIRO.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: iron ore (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MIRO.TO", "name": "Nonrenewable natural capital, metals and minerals: iron ore (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MIRO.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: iron ore (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MLEA.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: lead (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MLEA.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: lead (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MLEA.TO", "name": "Nonrenewable natural capital, metals and minerals: lead (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MLEA.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: lead (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MLIT.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: lithium (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MLIT.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: lithium (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MLIT.TO", "name": "Nonrenewable natural capital, metals and minerals: lithium (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MLIT.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: lithium (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MMOL.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: molybdenum (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MMOL.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: molybdenum (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MMOL.TO", "name": "Nonrenewable natural capital, metals and minerals: molybdenum (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MMOL.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: molybdenum (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MNIC.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: nickel (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MNIC.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: nickel (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MNIC.TO", "name": "Nonrenewable natural capital, metals and minerals: nickel (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MNIC.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: nickel (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MPHO.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: phosphate (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MPHO.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: phosphate (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MPHO.TO", "name": "Nonrenewable natural capital, metals and minerals: phosphate (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MPHO.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: phosphate (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MSIL.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: silver (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MSIL.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: silver (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MSIL.TO", "name": "Nonrenewable natural capital, metals and minerals: silver (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MSIL.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: silver (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MTIN.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: tin (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MTIN.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: tin (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MTIN.TO", "name": "Nonrenewable natural capital, metals and minerals: tin (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MTIN.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: tin (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MZIN.PC", "name": "Nonrenewable natural capital per capita, metals and minerals: zinc (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MZIN.PC.CD", "name": "Nonrenewable natural capital per capita, metals and minerals: zinc (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MZIN.TO", "name": "Nonrenewable natural capital, metals and minerals: zinc (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.MZIN.TO.CD", "name": "Nonrenewable natural capital, metals and minerals: zinc (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.PAST.PC.CD", "name": "Renewable natural capital per capita, agricultural land: pastureland (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.PAST.TO.CD", "name": "Renewable natural capital, agricultural land: pastureland (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.SACO.PC", "name": "Nonrenewable natural capital per capita, coal (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": [{}]}
{"id": "NW.NCA.SACO.PC.CD", "name": "Nonrenewable natural capital per capita, coal (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.SACO.TO", "name": "Nonrenewable natural capital, coal (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.SACO.TO.CD", "name": "Nonrenewable natural capital, coal (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.SAGA.PC", "name": "Nonrenewable natural capital per capita, natural gas (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.SAGA.PC.CD", "name": "Nonrenewable natural capital per capita, natural gas (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.SAGA.TO", "name": "Nonrenewable natural capital, natural gas (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.SAGA.TO.CD", "name": "Nonrenewable natural capital, natural gas (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.SAOI.PC", "name": "Nonrenewable natural capital per capita, oil (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.SAOI.PC.CD", "name": "Nonrenewable natural capital per capita, oil (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.SAOI.TO", "name": "Nonrenewable natural capital, oil (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.SAOI.TO.CD", "name": "Nonrenewable natural capital, oil (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.SSOI.PC", "name": "Nonrenewable natural capital per capita, total (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.SSOI.PC.CD", "name": "Nonrenewable natural capital per capita, total (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.SSOI.TO", "name": "Nonrenewable natural capital, total (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NCA.SSOI.TO.CD", "name": "Nonrenewable natural capital, total (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.TOTL.PC", "name": "Renewable natural capital per capita, total (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.TOTL.PC.CD", "name": "Renewable natural capital per capita, total (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.TOTL.TO", "name": "Renewable natural capital, total (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NCA.TOTL.TO.CD", "name": "Renewable natural capital, total (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NFA.PC", "name": "Foreign assets per capita (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Net foreign assets is foreign assets minus foreign liabilities.   Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NFA.PC.CD", "name": "Foreign assets per capita (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NFA.TO", "name": "Foreign assets (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Net foreign assets is foreign assets minus foreign liabilities.   Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.NFA.TO.CD", "name": "Foreign assets (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NFL.PC", "name": "Foreign liabilities per capita (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NFL.PC.CD", "name": "Foreign liabilities per capita (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NFL.TO", "name": "Foreign liabilities (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.NFL.TO.CD", "name": "Foreign liabilities (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.PCA.PC", "name": "Produced capital per capita (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Produced capital includes the value of machinery, buildings, equipment, and residential and nonresidential urban land.    Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.PCA.PC.EX.CD", "name": "Produced capital per capita, excluding urban land (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.PCA.PC.IN.CD", "name": "Produced capital per capita, including urban land (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.PCA.TO", "name": "Produced capital (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Produced capital includes the value of machinery, buildings, equipment, and residential and nonresidential urban land.    Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.PCA.TO.EX.CD", "name": "Produced capital, excluding urban land (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.PCA.TO.IN.CD", "name": "Produced capital, including urban land (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.TOW.PC", "name": "National comprehensive wealth per capita index (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Total wealth is calculated as the sum of produced capital, natural capital, human capital, and net foreign assets.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.TOW.PC.CD", "name": "National comprehensive wealth per capita (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NW.TOW.TO", "name": "National comprehensive wealth index (real chained 2019 US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "Total wealth is calculated as the sum of produced capital, natural capital, human capital, and net foreign assets.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.", "sourceOrganization": "World Bank. 2021. The Changing Wealth of Nations 2021: Managing Assets for the Future. Washington, DC: World Bank. doi:10.1596/978-1-4648-1590-4.", "topics": []}
{"id": "NW.TOW.TO.CD", "name": "National comprehensive wealth (current US$)", "unit": "", "source": {"id": "59", "value": "Wealth Accounts"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.ADJ.AEDU.CD", "name": "Adjusted savings: education expenditure (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Education expenditure refers to the current operating expenditures in education, including wages and salaries and excluding capital investments in buildings and equipment.", "sourceOrganization": "World Bank staff estimates using data from the United Nations Statistics Division's Statistical Yearbook, and the UNESCO Institute for Statistics online database.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.AEDU.GN.ZS", "name": "Adjusted savings: education expenditure (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Education expenditure refers to the current operating expenditures in education, including wages and salaries and excluding capital investments in buildings and equipment.", "sourceOrganization": "World Bank staff estimates using data from the United Nations Statistics Division's Statistical Yearbook, and the UNESCO Institute for Statistics online database.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DCO2.CD", "name": "Adjusted savings: carbon dioxide damage (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Cost of damage due to carbon dioxide emissions from fossil fuel use and the manufacture of cement, estimated to be US$40 per ton of CO2 (the unit damage in 2017 US dollars for CO2 emitted in 2020) times the number of tons of CO2 emitted.", "sourceOrganization": "World Bank staff estimates based on sources and methods described in the World Bank's The Changing Wealth of Nations.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DCO2.GN.ZS", "name": "Adjusted savings: carbon dioxide damage (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Cost of damage due to carbon dioxide emissions from fossil fuel use and the manufacture of cement, estimated to be US$40 per ton of CO2 (the unit damage in 2017 US dollars for CO2 emitted in 2020) times the number of tons of CO2 emitted.", "sourceOrganization": "World Bank staff estimates based on sources and methods described in the World Bank's The Changing Wealth of Nations.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DFOR.CD", "name": "Adjusted savings: net forest depletion (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net forest depletion is calculated as the product of unit resource rents and the excess of roundwood harvest over natural growth.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DFOR.GN.ZS", "name": "Adjusted savings: net forest depletion (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net forest depletion is calculated as the product of unit resource rents and the excess of roundwood harvest over natural growth.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DKAP.CD", "name": "Adjusted savings: consumption of fixed capital (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Consumption of fixed capital represents the replacement value of capital used up in the process of production.", "sourceOrganization": "World Bank staff estimates using data from the United Nations Statistics Division's National Accounts Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DKAP.GN.ZS", "name": "Adjusted savings: consumption of fixed capital (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Consumption of fixed capital represents the replacement value of capital used up in the process of production.", "sourceOrganization": "World Bank staff estimates using data from the United Nations Statistics Division's National Accounts Statistics.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DMIN.CD", "name": "Adjusted savings: mineral depletion (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mineral depletion is the ratio of the value of the stock of mineral resources to the remaining reserve lifetime (capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DMIN.GN.ZS", "name": "Adjusted savings: mineral depletion (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mineral depletion is the ratio of the value of the stock of mineral resources to the remaining reserve lifetime (capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DNGY.CD", "name": "Adjusted savings: energy depletion (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Energy depletion is the ratio of the value of the stock of energy resources to the remaining reserve lifetime (capped at 25 years). It covers coal, crude oil, and natural gas.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DNGY.GN.ZS", "name": "Adjusted savings: energy depletion (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Energy depletion is the ratio of the value of the stock of energy resources to the remaining reserve lifetime (capped at 25 years). It covers coal, crude oil, and natural gas.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DPEM.CD", "name": "Adjusted savings: particulate emission damage (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Particulate emissions damage is the damage due to exposure of a country's population to ambient concentrations of particulates measuring less than 2.5 microns in diameter (PM2.5), ambient ozone pollution, and indoor concentrations of PM2.5 in households cooking with solid fuels. Damages are calculated as foregone labor income due to premature death. Estimates of health impacts from the Global Burden of Disease Study 2013 are for 1990, 1995, 2000, 2005, 2010, and 2013. Data for other years have been extrapolated from trends in mortality rates.", "sourceOrganization": "Data on health impacts from exposure to ambient PM2.5 pollution and household air pollution are from the Global Burden of Disease 2013 study. Data are provided by the Institute for Health Metrics and Evaluation at the University of Washington.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DPEM.GN.ZS", "name": "Adjusted savings: particulate emission damage (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Particulate emissions damage is the damage due to exposure of a country's population to ambient concentrations of particulates measuring less than 2.5 microns in diameter (PM2.5), ambient ozone pollution, and indoor concentrations of PM2.5 in households cooking with solid fuels. Damages are calculated as foregone labor income due to premature death. Estimates of health impacts from the Global Burden of Disease Study 2013 are for 1990, 1995, 2000, 2005, 2010, and 2013. Data for other years have been extrapolated from trends in mortality rates.", "sourceOrganization": "Data on health impacts from exposure to ambient PM2.5 pollution and household air pollution are from the Global Burden of Disease 2013 study. Data are provided by the Institute for Health Metrics and Evaluation at the University of Washington.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.DRES.GN.ZS", "name": "Adjusted savings: natural resources depletion (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Natural resource depletion is the sum of net forest depletion, energy depletion, and mineral depletion. Net forest depletion is unit resource rents times the excess of roundwood harvest over natural growth. Energy depletion is the ratio of the value of the stock of energy resources to the remaining reserve lifetime (capped at 25 years). It covers coal, crude oil, and natural gas. Mineral depletion is the ratio of the value of the stock of mineral resources to the remaining reserve lifetime (capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "5", "value": "Energy & Mining "}]}
{"id": "NY.ADJ.ICTR.CD", "name": "Adjusted savings: gross savings (current US$)", "unit": "", "source": {"id": "43", "value": "Adjusted Net Savings"}, "sourceNote": "Gross savings are the difference between gross national income and public and private consumption, plus net current transfers.", "sourceOrganization": "World Bank national accounts data files.", "topics": []}
{"id": "NY.ADJ.ICTR.GN.ZS", "name": "Adjusted savings: gross savings (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross savings are the difference between gross national income and public and private consumption, plus net current transfers.", "sourceOrganization": "World Bank national accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.NNAT.CD", "name": "Adjusted savings: net national savings (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net national savings are equal to gross national savings less the value of consumption of fixed capital.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.NNAT.GN.ZS", "name": "Adjusted savings: net national savings (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net national savings are equal to gross national savings less the value of consumption of fixed capital.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.NNTY.CD", "name": "Adjusted net national income (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.ADJ.NNTY.KD", "name": "Adjusted net national income (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.ADJ.NNTY.KD.ZG", "name": "Adjusted net national income (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.ADJ.NNTY.PC.CD", "name": "Adjusted net national income per capita (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.ADJ.NNTY.PC.KD", "name": "Adjusted net national income per capita (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.ADJ.NNTY.PC.KD.ZG", "name": "Adjusted net national income per capita (annual % growth)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.ADJ.SVNG.CD", "name": "Adjusted net savings, including particulate emission damage (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide and particulate emissions damage.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.SVNG.GN.ZS", "name": "Adjusted net savings, including particulate emission damage (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide and particulate emissions damage.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.SVNG.PC.CD", "name": "Adjusted net savings per capita (current US$)", "unit": "", "source": {"id": "43", "value": "Adjusted Net Savings"}, "sourceNote": "Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide and particulate emissions damage.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": []}
{"id": "NY.ADJ.SVNX.CD", "name": "Adjusted net savings, excluding particulate emission damage (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide. This series excludes particulate emissions damage.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.ADJ.SVNX.GN.ZS", "name": "Adjusted net savings, excluding particulate emission damage (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide. This series excludes particulate emissions damage.", "sourceOrganization": "World Bank staff estimates based on sources and methods in World Bank's \"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\" (2011).", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "6", "value": "Environment "}]}
{"id": "NY.AGR.SUBS.GD.ZS", "name": "Agricultural support estimate (% of GDP)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "Agriculture support is the annual monetary value of all gross transfers from taxpayers and consumers, both domestic and foreign (in the form of subsidies arising from policy measures that support agriculture), net of the associated budgetary receipts, regardless of their objectives and impacts on farm production and income, or consumption of farm products.", "sourceOrganization": "Organisation for Economic Co-operation and Development, Producer and Consumer Support Estimates database. Available online at www.oecd.org/tad/support/psecse.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "NY.EXP.CAPM.KD.87", "name": "Exports as a capacity to import (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.EXP.CAPM.KN", "name": "Exports as a capacity to import (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Exports as a capacity to import equals the current price value of exports of goods and services deflated by the import price index. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "21", "value": "Trade"}]}
{"id": "NY.EXP.CAPM.KN.87", "name": "Exports as a capacity to import (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.COAL.RT.ZS", "name": "Coal rents (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coal rents are the difference between the value of both hard and soft coal production at world prices and their total costs of production.", "sourceOrganization": "World Bank staff estimates based on sources and methods described in the World Bank's The Changing Wealth of Nations.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "NY.GDP.DEFL.87.ZG", "name": "Inflation, GDP deflator (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.DEFL.KD.ZG", "name": "Inflation, GDP deflator (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Inflation as measured by the annual growth rate of the GDP implicit deflator shows the rate of price change in the economy as a whole. The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.DEFL.KD.ZG.AD", "name": "Inflation, GDP deflator: linked series (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Inflation as measured by the annual growth rate of the GDP implicit deflator shows the rate of price change in the economy as a whole. This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years.", "sourceOrganization": "World Bank staff estimates based on World Bank national accounts data archives, OECD National Accounts, and the IMF WEO database.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "NY.GDP.DEFL.ZS", "name": "GDP deflator (base year varies by country)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency. The base year varies by country.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.DEFL.ZS.87", "name": "GDP deflator (1987 = 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.DEFL.ZS.AD", "name": "GDP deflator: linked series (base year varies by country)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The GDP implicit deflator is calculated as the ratio of GDP in current local currency to GDP in constant local currency. This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years. The base year varies by country.", "sourceOrganization": "World Bank staff estimates based on World Bank national accounts data archives, OECD National Accounts, and the IMF WEO database.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "NY.GDP.DISC.CD", "name": "Discrepancy in expenditure estimate of GDP (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This is the discrepancy included in the \u2018total consumption etc.' This discrepancy is included to ensures that GDP from the expenditure side equals GDP measured by the income or output approach. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GDP.DISC.CN", "name": "Discrepancy in expenditure estimate of GDP (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Discrepancy in expenditure estimate of GDP is the discrepancy included in final consumption expenditure, etc. (total consumption, etc.). This discrepancy is included to ensure that GDP from the expenditure side equals GDP measured by the income or output approach. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.DISC.KN", "name": "Discrepancy in expenditure estimate of GDP (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A statistical discrepancy usually arises when the GDP components are estimated independently by industrial origin and by expenditure categories. This item represents the discrepancy in the use of resources (i.e., the estimate of GDP by expenditure categories). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.FCST.CD", "name": "Gross value added at basic prices (GVA) (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross value added at basic prices (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at basic prices is derived by subtracting net product taxes from GDP. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.FCST.CN", "name": "Gross value added at basic prices (GVA) (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross value added at basic prices (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at basic prices is derived by subtracting net product taxes from GDP. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.FCST.KD", "name": "Gross value added at basic prices (GVA) (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross value added at basic prices (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at basic prices is derived by subtracting net product taxes from GDP. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.FCST.KD.87", "name": "GDP at factor cost (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.FCST.KN", "name": "Gross value added at basic prices (GVA) (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross value added at basic prices (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at basic prices is derived by subtracting net product taxes from GDP. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.FCST.KN.87", "name": "GDP at factor cost (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.FRST.RT.ZS", "name": "Forest rents (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Forest rents are roundwood harvest times the product of regional prices and a regional rental rate.", "sourceOrganization": "World Bank staff estimates based on sources and methods described in the World Bank's The Changing Wealth of Nations.", "topics": [{"id": "6", "value": "Environment "}]}
{"id": "NY.GDP.MINR.RT.ZS", "name": "Mineral rents (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mineral rents are the difference between the value of production for a stock of minerals at world prices and their total costs of production. Minerals included in the calculation are tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.", "sourceOrganization": "World Bank staff estimates based on sources and methods described in the World Bank's The Changing Wealth of Nations.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "NY.GDP.MKTP.CD", "name": "GDP (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current U.S. dollars. Dollar figures for GDP are converted from domestic currencies using single year official exchange rates. For a few countries where the official exchange rate does not reflect the rate effectively applied to actual foreign exchange transactions, an alternative conversion factor is used.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.MKTP.CD.XD", "name": "GDP deflator, index (2000=100; US$ series)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The GDP deflator series based upon the U.S. dollar series is defined as the ratio of the GDP at market prices in current U.S. dollars) to the GDP at market prices in constant (2000) U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GDP.MKTP.CN", "name": "GDP (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.MKTP.CN.AD", "name": "GDP: linked series (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years. Data are in current local currency.", "sourceOrganization": "World Bank staff estimates based on World Bank national accounts data archives, OECD National Accounts, and the IMF WEO database.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.MKTP.CN.XD", "name": "GDP deflator, period average (LCU index 2000=100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GDP.MKTP.IN", "name": "GDP Deflator", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.MKTP.KD", "name": "GDP (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2015 prices, expressed in U.S. dollars. Dollar figures for GDP are converted from domestic currencies using 2015 official exchange rates. For a few countries where the official exchange rate does not reflect the rate effectively applied to actual foreign exchange transactions, an alternative conversion factor is used.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.MKTP.KD.87", "name": "GDP at market prices (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.MKTP.KD.ZG", "name": "GDP growth (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual percentage growth rate of GDP at market prices based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.MKTP.KN", "name": "GDP (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.MKTP.KN.87", "name": "GDP at market prices (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "NY.GDP.MKTP.KN.87.ZG", "name": "GDP growth (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.MKTP.PP.CD", "name": "GDP, PPP (current international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator provides values for gross domestic product (GDP) expressed in current international dollars, converted by purchasing power parity (PPP) conversion factor. \nGDP is the sum of gross value added by all resident producers in the country plus any product taxes and minus any subsidies not included in the value of the products. PPP conversion factor is a spatial price deflator and currency converter that eliminates the effects of the differences in price levels between countries. \nFrom April 2020, \u201cGDP: linked series (current LCU)\u201d [NY.GDP.MKTP.CN.AD] is used as underlying GDP in local currency unit so that it\u2019s in line with time series of PPP conversion factors for GDP, which are extrapolated with linked GDP deflators.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.MKTP.PP.KD", "name": "GDP, PPP (constant 2021 international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP is the sum of gross value added by all resident producers in the country plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2021 international dollars.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.MKTP.PP.KD.87", "name": "GDP, PPP (constant 1987 international $)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.MKTP.XD", "name": "GDP deflator (1987=100,Index)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.MKTP.XU.E", "name": "GDP deflator, end period (base year varies by country)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency. The base year varies by country.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GDP.MKTP.ZG", "name": "Gross domestic product (Av. annual growth, %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.NGAS.RT.ZS", "name": "Natural gas rents (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Natural gas rents are the difference between the value of natural gas production at regional prices and total costs of production.", "sourceOrganization": "World Bank staff estimates based on sources and methods described in the World Bank's The Changing Wealth of Nations.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "NY.GDP.PCAP.CD", "name": "GDP per capita (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP per capita is gross domestic product divided by midyear population. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.PCAP.CN", "name": "GDP per capita (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP per capita is gross domestic product divided by midyear population. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.PCAP.KD", "name": "GDP per capita (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP per capita is gross domestic product divided by midyear population. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2015 U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.PCAP.KD.ZG", "name": "GDP per capita growth (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual percentage growth rate of GDP per capita based on constant local currency. GDP per capita is gross domestic product divided by midyear population. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.PCAP.KN", "name": "GDP per capita (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP per capita is gross domestic product divided by midyear population. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.PCAP.PP.CD", "name": "GDP per capita, PPP (current international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator provides per capita values for gross domestic product (GDP) expressed in current international dollars converted by purchasing power parity (PPP) conversion factor. \n\nGDP is the sum of gross value added by all resident producers in the country plus any product taxes and minus any subsidies not included in the value of the products. conversion factor is a spatial price deflator and currency converter that controls for price level differences between countries. Total population is a mid-year population based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.PCAP.PP.KD", "name": "GDP per capita, PPP (constant 2021 international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP per capita based on purchasing power parity (PPP). PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP at purchaser's prices is the sum of gross value added by all resident producers in the country plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2021 international dollars.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDP.PCAP.PP.KD.87", "name": "GDP per capita, PPP (constant 1987 international $)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDP.PCAP.PP.KD.ZG", "name": "GDP per capita, PPP annual growth (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Annual percentage growth rate of GDP per capita based on purchasing power parity (PPP). GDP per capita based on purchasing power parity (PPP). PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2000 international dollars.  ", "sourceOrganization": "\"World Bank, International Comparison Programme database.\r\"", "topics": []}
{"id": "NY.GDP.PETR.RT.ZS", "name": "Oil rents (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Oil rents are the difference between the value of crude oil production at regional prices and total costs of production.", "sourceOrganization": "World Bank staff estimates based on sources and methods described in the World Bank's The Changing Wealth of Nations.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "NY.GDP.TOTL.RT.ZS", "name": "Total natural resources rents (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total natural resources rents are the sum of oil rents, natural gas rents, coal rents (hard and soft), mineral rents, and forest rents.", "sourceOrganization": "World Bank staff estimates based on sources and methods described in the World Bank's The Changing Wealth of Nations.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "6", "value": "Environment "}]}
{"id": "NY.GDS.PRVT.CD", "name": "Gross domestic savings, private (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Private sector\u2019s gross domestic saving is derived as value added in private sector at factor cost less private consumption, etc. Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GDS.PRVT.CN", "name": "Gross domestic savings, private (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Private sector\u2019s gross domestic saving is derived as value added in private sector at factor cost less private consumption, etc. Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GDS.PRVT.KN", "name": "Gross domestic savings, private (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Private sector\u2019s gross domestic saving is derived as value added in private sector at factor cost less private consumption, etc. Data are in constant local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GDS.PUBL.CD", "name": "Gross domestic savings, public (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public sector\u2019s gross domestic saving is derived as value added in public sector at factor cost plus all indirect taxes, net less general government consumption expenditure. Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GDS.PUBL.CN", "name": "Gross domestic savings, public (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public sector\u2019s gross domestic saving is derived as value added in public sector at factor cost plus all indirect taxes, net less general government consumption expenditure. Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GDS.PUBL.KN", "name": "Gross domestic savings, public (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Public sector\u2019s gross domestic saving is derived as value added in public sector at factor cost plus all indirect taxes, net less general government consumption expenditure. Data are in constant local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GDS.TOTL.CD", "name": "Gross domestic savings (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDS.TOTL.CN", "name": "Gross domestic savings (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDS.TOTL.KD", "name": "Gross domestic savings, total (constant 2000 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross domestic savings are calculated as the difference between GDP and total consumption. Data are in constant 2000 U.S. dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GDS.TOTL.KD.87", "name": "Gross domestic savings (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDS.TOTL.KN", "name": "Gross domestic savings (constant LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GDS.TOTL.KN.87", "name": "Gross domestic savings (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDS.TOTL.ZS", "name": "Gross domestic savings (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption).", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDY.TOTL.KD", "name": "Gross domestic income (constant 2005 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Gross domestic income is derived as the sum of GDP and the terms of trade adjustment. Data are in constant 2010 U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GDY.TOTL.KD.87", "name": "Gross domestic income (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GDY.TOTL.KN", "name": "Gross domestic income (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross domestic income is derived as the sum of GDP and the terms of trade adjustment. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GDY.TOTL.KN.87", "name": "Gross domestic income (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GEN.AEDU.GD.ZS", "name": "Genuine savings: education expenditure (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GEN.DCO2.GD.ZS", "name": "Genuine savings: carbon dioxide damage (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GEN.DFOR.GD.ZS", "name": "Genuine savings: net forest depletion (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GEN.DKAP.GD.ZS", "name": "Genuine savings: consumption of fixed capital (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GEN.DMIN.GD.ZS", "name": "Genuine savings: mineral depletion (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GEN.DNGY.GD.ZS", "name": "Genuine savings: energy depletion (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GEN.NDOM.GD.ZS", "name": "Genuine savings: net domestic savings (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GEN.SVNG.GD.ZS", "name": "Genuine domestic savings (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNP.ATLS.CD", "name": "GNI, Atlas method (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current U.S. dollars. GNI, calculated in national currency, is usually converted to U.S. dollars at official exchange rates for comparisons across economies, although an alternative rate is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate actually applied in international transactions. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and through 2000, the G-5 countries (France, Germany, Japan, the United Kingdom, and the United States). From 2001, these countries include the Euro area, Japan, the United Kingdom, and the United States.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.MKTP.CD", "name": "GNI (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "20", "value": "External Debt"}]}
{"id": "NY.GNP.MKTP.CN", "name": "GNI (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.MKTP.CN.AD", "name": "GNI: linked series (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.  This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years.  Data are in local currency, at current prices.", "sourceOrganization": "World Bank staff estimates based on World Bank national accounts data archives, OECD National Accounts, and the IMF WEO database.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.MKTP.KD", "name": "GNI (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2015 prices, expressed in U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.MKTP.KD.87", "name": "GNP at market prices (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNP.MKTP.KD.ZG", "name": "GNI growth (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.MKTP.KN", "name": "GNI (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.MKTP.KN.87", "name": "GNP at market prices (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNP.MKTP.KN.87.ZG", "name": "GNP growth (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNP.MKTP.PC.CD", "name": "GNI per capita (US$)", "unit": "", "source": {"id": "46", "value": "Sustainable Development Goals "}, "sourceNote": "GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GNP.MKTP.PP.CD", "name": "GNI, PPP (current international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator provides values for gross national income (GNI. Formerly GNP) expressed in current international dollars converted by purchasing power parity (PPP) conversion factor. \nGross national income is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. PPP conversion factor is a spatial price deflator and currency converter that eliminates the effects of the differences in price levels between countries.\n\nFrom July 2020, \u201cGNI: linked series (current LCU)\u201d [NY.GNP.MKTP.CN.AD] is used as underlying GNI in local currency unit so that it\u2019s in line with time series of PPP conversion factors, which are extrapolated with linked deflators.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.MKTP.PP.KD", "name": "GNI, PPP (constant 2021 international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "PPP GNI (formerly PPP GNP) is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. Gross national income is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2021 international dollars.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.MKTP.PP.KD.87", "name": "GNP, PPP (constant 1987 international $)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNP.PCAP.CD", "name": "GNI per capita, Atlas method (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI per capita (formerly GNP per capita) is the gross national income, converted to U.S. dollars using the World Bank Atlas method, divided by the midyear population. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. GNI, calculated in national currency, is usually converted to U.S. dollars at official exchange rates for comparisons across economies, although an alternative rate is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate actually applied in international transactions. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and through 2000, the G-5 countries (France, Germany, Japan, the United Kingdom, and the United States). From 2001, these countries include the Euro area, Japan, the United Kingdom, and the United States.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.PCAP.CD.AT", "name": "GNP per capita (Atlas method) (US$,curr. pr.)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNP.PCAP.CN", "name": "GNI per capita (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.PCAP.KD", "name": "GNI per capita (constant 2015 US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2015 U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.PCAP.KD.87", "name": "GNP per capita (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNP.PCAP.KD.ZG", "name": "GNI per capita growth (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual percentage growth rate of GNI per capita based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.PCAP.KN", "name": "GNI per capita (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.PCAP.KN.87", "name": "GNP per capita (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNP.PCAP.PP.CD", "name": "GNI per capita, PPP (current international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator provides per capita values for gross national income (GNI. Formerly GNP) expressed in current international dollars converted by purchasing power parity (PPP) conversion factor. \nGNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. PPP conversion factor is a spatial price deflator and currency converter that eliminates the effects of the differences in price levels between countries.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.PCAP.PP.KD", "name": "GNI per capita, PPP (constant 2021 international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GNI per capita based on purchasing power parity (PPP). PPP GNI is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2021 international dollars.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNP.PCAP.PP.KD.87", "name": "GNP per capita, PPP (constant 1987 international $)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNP.PCAP.ZG", "name": "GNP per capita growth (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNP.PCAT.CD", "name": "Gross national product per capita (USD, Atlas meth.)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNS.ICTR.CD", "name": "Gross savings (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross savings are calculated as gross national income less total consumption, plus net transfers. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNS.ICTR.CN", "name": "Gross savings (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross savings are calculated as gross national income less total consumption, plus net transfers. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNS.ICTR.GN.ZS", "name": "Gross savings (% of GNI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross savings are calculated as gross national income less total consumption, plus net transfers.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNS.ICTR.KD", "name": "Gross national savings, including net current transfers (constant 2000 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross national savings including net current transfers is equal to gross domestic savings plus net income and net current transfers from abroad. Data are in constant 2000 U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GNS.ICTR.KN", "name": "Gross national savings, including net current transfers (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross national savings, including net current transfers is equal to gross domestic savings plus net income and net current transfers from abroad. Data are in constant local currency.  ", "sourceOrganization": "\"World Bank country economists.\r\"", "topics": []}
{"id": "NY.GNS.ICTR.ZS", "name": "Gross savings (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross savings are calculated as gross national income less total consumption, plus net transfers.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNS.PRVT.CD", "name": "Gross national savings, private (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross saving real in private sector is derived as gross disposable income REAL in private sector less private consumption expenditure. Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GNS.PRVT.CN", "name": "Gross national savings, private (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross saving real in private sector is derived as gross disposable income REAL in private sector less private consumption expenditure. Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GNS.PRVT.KN", "name": "Gross national savings, private (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross saving real in private sector is derived as gross disposable income REAL in private sector less private consumption expenditure. Data are in constant local currency. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GNS.PUBL.CD", "name": "Gross national savings, public (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross saving in public sector is derived as gross disposable income in public sector less government final consumption expenditure. Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GNS.PUBL.CN", "name": "Gross national savings, public (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross saving in public sector is derived as gross disposable income in public sector less government final consumption expenditure. Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GNS.PUBL.KN", "name": "Gross national savings, public (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross saving in public sector is derived as gross disposable income in public sector less government final consumption expenditure. Data are in constant local currency.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GNS.TOTL.CN", "name": "CP Gross National Savings (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNY.PCAP.KD", "name": "Gross national income per capita (1987 USD)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNY.PCAP.KD.87", "name": "Gross national income per capita (1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNY.TOTL.CN", "name": "Gross national disposable income (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross national income is derived as the sum of GNP and the terms of trade adjustment. Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.GNY.TOTL.KD", "name": "Gross national income (constant 2000 US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross national income is derived as the sum of GNP and the terms of trade adjustment. Data are in constant 2000 U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.GNY.TOTL.KD.87", "name": "Gross national income (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNY.TOTL.KN", "name": "Gross national income (constant LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Gross national income is derived as the sum of GNP and the terms of trade adjustment. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GNY.TOTL.KN.87", "name": "Gross national income (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GNY.TOTL.ZG", "name": "Gross national income (Av. annual growth, %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GSR.NFCY.CD", "name": "Net primary income (Net income from abroad) (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net primary income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GSR.NFCY.CN", "name": "Net primary income (Net income from abroad) (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net primary income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GSR.NFCY.KD.87", "name": "Net income from abroad (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.GSR.NFCY.KN", "name": "Net primary income (Net income from abroad) (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net primary income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.GSR.NFCY.KN.87", "name": "Net income from abroad (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.SVF.NFSY.CN", "name": "CP Net Factor Income (+) or Payments (Local)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.TAX.IDRT.CD", "name": "Indirect taxes (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Taxes are compulsory, unrequited payments made by institutional units to government units. Indirect taxes consists of \u2018taxes on products\u2019 payable on goods and services when they are produced, delivered, sold, transferred or otherwise disposed by their producers, plus \u2018other taxes on production\u2019. Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.TAX.IDRT.CN", "name": "Indirect taxes (current LCU)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Taxes are compulsory, unrequited payments made by institutional units to government units. Indirect taxes consists of \u2018taxes on products\u2019 payable on goods and services when they are produced, delivered, sold, transferred or otherwise disposed by their producers, plus \u2018other taxes on production\u2019. Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{}]}
{"id": "NY.TAX.NIND.CD", "name": "Taxes less subsidies on products (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes less subsidies on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.TAX.NIND.CN", "name": "Taxes less subsidies on products (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes less subsidies on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.TAX.NIND.KD.87", "name": "Net indirect taxes (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.TAX.NIND.KN", "name": "Taxes less subsidies on products (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Taxes less subsidies on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.TAX.NIND.KN.87", "name": "Net indirect taxes (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.TAX.SUBS.CD", "name": "Subsidies (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Subsidies are current unrequited payments that government units make to enterprises, resident producers and importers. Subsidies may be designed to influence enterprises level or type of production, or the prices at which the products are sold. (Capital grants are in the national accounts classified as capital transfers.) Subsidies consists of \u2018subsidies on products\u2019, subsidies payable per unit of a good or a service, and \u2018other subsidies on production\u2019, which cover all other subsidies enterprises receives as a consequence of engaging in production. Data are in current U.S. dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "NY.TAX.SUBS.CN", "name": "Subsidies (current LCU; from SNA)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Subsidies are current unrequited payments that government units make to enterprises, resident producers and importers. Subsidies may be designed to influence enterprises level or type of production, or the prices at which the products are sold. (Capital grants are in the national accounts classified as capital transfers.) Subsidies consists of \u2018subsidies on products\u2019, subsidies payable per unit of a good or a service, and \u2018other subsidies on production\u2019, which cover all other subsidies enterprises receives as a consequence of engaging in production. Data are in current local currency.  ", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": []}
{"id": "NY.TRF.NCTR.CD", "name": "Net secondary income (Net current transfers from abroad) (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net secondary income (from abroad) comprises transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net secondary income is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in current U.S. dollars.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.TRF.NCTR.CN", "name": "Net secondary income (Net current transfers from abroad) (current LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net secondary income (from abroad) comprises transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net secondary income is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in current local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.TRF.NCTR.KN", "name": "Net secondary income (Net current transfers from abroad) (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net secondary income comprises transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net current transfers from abroad is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.TTF.GNFS.KD.87", "name": "Terms of trade adjustment (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.TTF.GNFS.KN", "name": "Terms of trade adjustment (constant LCU)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The terms of trade effect equals capacity to import less exports of goods and services in constant prices. Data are in constant local currency.", "sourceOrganization": "World Bank national accounts data, and OECD National Accounts data files.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "NY.TTF.GNFS.KN.87", "name": "Terms of trade adjustment (constant 1987 LCU)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NY.TTF.MRCH.KN", "name": "Terms of Trade Adjustment (local) (Const. Price)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NYGDPMKTPKDZ", "name": "GDP growth, constant (average 2010-19 prices and exchange rates)", "unit": "", "source": {"id": "27", "value": "Global Economic Prospects"}, "sourceNote": "GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.", "sourceOrganization": "The World Bank", "topics": []}
{"id": "NYGDPMKTPSACD", "name": "GDP,current US$,millions,seas. adj.,", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NYGDPMKTPSACN", "name": "GDP,current LCU,millions,seas. adj.,", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NYGDPMKTPSAKD", "name": "GDP,constant 2010 US$,millions,seas. adj.,", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "NYGDPMKTPSAKN", "name": "GDP,constant 2010 LCU,millions,seas. adj.,", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "OECD.TSAL.0.E0", "name": "Annual statutory teacher salaries in public institutions in USD. Pre-Primary. Starting salary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Starting salaries refer to the average scheduled gross salary per year for a full-time teacher with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.0.E10", "name": "Annual statutory teacher salaries in public institutions in USD. Pre-Primary. 10 years of experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Salaries after 10 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.0.E15", "name": "Annual statutory teacher salaries in public institutions in USD. Pre-Primary. 15 years of experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Salaries after 15 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.0.ETOP", "name": "Annual statutory teacher salaries in public institutions in USD. Pre-Primary. Top of scale", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time classroom teacher with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.1.E0", "name": "Annual statutory teacher salaries in public institutions in USD. Primary. Starting salary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Starting salaries refer to the average scheduled gross salary per year for a full-time teacher with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.1.E10", "name": "Annual statutory teacher salaries in public institutions in USD. Primary. 10 years of experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Salaries after 10 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.1.E15", "name": "Annual statutory teacher salaries in public institutions in USD. Primary. 15 years of experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Salaries after 15 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.1.ETOP", "name": "Annual statutory teacher salaries in public institutions in USD. Primary. Top of scale", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time classroom teacher with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.2.E0", "name": "Annual statutory teacher salaries in public institutions in USD. Lower Secondary. Starting salary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Starting salaries refer to the average scheduled gross salary per year for a full-time teacher with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.2.E10", "name": "Annual statutory teacher salaries in public institutions in USD. Lower Secondary. 10 years of experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Salaries after 10 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.2.E15", "name": "Annual statutory teacher salaries in public institutions in USD. Lower Secondary. 15 years of experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Salaries after 15 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.2.ETOP", "name": "Annual statutory teacher salaries in public institutions in USD. Lower Secondary. Top of scale", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time classroom teacher with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.3.E0", "name": "Annual statutory teacher salaries in public institutions in USD. Upper Secondary. Starting salary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Starting salaries refer to the average scheduled gross salary per year for a full-time upper secondary teacher (general programs only) with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.3.E10", "name": "Annual statutory teacher salaries in public institutions in USD. Upper Secondary. 10 years of experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Salaries after 10 years of experience refer to the scheduled annual salary of a full-time upper secondary classroom teacher (general programs only) with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.3.E15", "name": "Annual statutory teacher salaries in public institutions in USD. Upper Secondary. 15 years of experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Salaries after 15 years of experience refer to the scheduled annual salary of a full-time upper secondary classroom teacher (general programs only) with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OECD.TSAL.3.ETOP", "name": "Annual statutory teacher salaries in public institutions in USD. Upper Secondary. Top of scale", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time upper secondary classroom teacher (general programs only) with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer\u2019s contribution to social security and pension, according to existing salary scales. Salaries are \u201cbefore tax\u201d, i.e. before deductions for income tax. Teachers\u2019 salaries are one component of teachers\u2019 total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers\u2019 total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm", "sourceOrganization": "Organisation for Economic Co-operation and Development (OECD)", "topics": []}
{"id": "OTHR.TAX.PAID.ZS", "name": "Other taxes (% of profits)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The other taxes measures all other taxes and fees that are borne by the business in the second year of operation, expressed as a share of commercial pro?t. This includes property taxes, turnover taxes and other taxes (such as municipal fees and vehicle taxes).", "sourceOrganization": "", "topics": []}
{"id": "Own.phone", "name": "Own a mobile phone (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report owning a mobile phone.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "p_F_nsk", "name": "Share of female unskilled worker out of all workers in this sector, %", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "p_F_skl", "name": "Share of female skilled worker out of all workers in this sector, %", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "p_M_nsk", "name": "Share of male unskilled worker out of all workers in this sector, %", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "p_M_skl", "name": "Share of male skilled worker out of all workers in this sector, %", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PA.NUS.ATLS", "name": "DEC alternative conversion factor (LCU per US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The DEC alternative conversion factor is the underlying annual exchange rate used for the World Bank Atlas method. As a rule, it is the official exchange rate reported in the IMF's International Financial Statistics (line rf). Exceptions arise where further refinements are made by World Bank staff. It is expressed in local currency units per U.S. dollar.", "sourceOrganization": "International Monetary Fund, International Financial Statistics, supplemented by World Bank staff estimates.", "topics": [{"id": "3", "value": "Economy & Growth"}, {"id": "7", "value": "Financial Sector "}]}
{"id": "PA.NUS.FCRF", "name": "Official exchange rate (LCU per US$, period average)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Official exchange rate refers to the exchange rate determined by national authorities or to the rate determined in the legally sanctioned exchange market. It is calculated as an annual average based on monthly averages (local currency units relative to the U.S. dollar).", "sourceOrganization": "International Monetary Fund, International Financial Statistics.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "PA.NUS.FCRF.XR", "name": "Official exchange rate to parallel exchange rate ratio", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PA.NUS.PPP", "name": "PPP conversion factor, GDP (LCU per international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Purchasing power parity (PPP) conversion factor is a spatial price deflator and currency converter that controls for price level differences between countries, thereby allowing volume comparisons of gross domestic product (GDP) and its expenditure components. This conversion factor is for GDP.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "PA.NUS.PPP.05", "name": "2005 PPP conversion factor, GDP (LCU per international $)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Purchasing power parity conversion factor is the number of units of a country's currency required to buy the same amounts of goods and services in the domestic market as U.S. dollar would buy in the United States. This conversion factor is for GDP. Historical estimates are provided for the 2005 benchmark year only. A separate series is available for extrapolated estimates based on the latest ICP round.", "sourceOrganization": "World Bank, International Comparison Program database.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "PA.NUS.PPPC.RF", "name": "Price level ratio of PPP conversion factor (GDP) to market exchange rate", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Price level ratio is the ratio of a purchasing power parity (PPP) conversion factor to an exchange rate. It provides a measure of the differences in price levels between countries by indicating the number of units of the common currency needed to buy the same volume of the aggregation level in each country. At the level of GDP, they provide a measure of the differences in the general price levels of countries.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "PA.NUS.PRVT.PP", "name": "PPP conversion factor, private consumption (LCU per international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Purchasing power parity (PPP) conversion factor is a spatial price deflator and currency converter that controls for price level differences between countries, thereby allowing volume comparisons of gross domestic product (GDP) and its expenditure components. This conversion factor is for household final consumption expenditure.", "sourceOrganization": "International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "PA.NUS.PRVT.PP.05", "name": "2005 PPP conversion factor, private consumption (LCU per international $)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Purchasing power parity conversion factor is the number of units of a country's currency required to buy the same amounts of goods and services in the domestic market as U.S. dollar would buy in the United States. This conversion factor is for private consumption (i.e., household final consumption expenditure). Historical estimates are provided for the 2005 benchmark year only. A separate series is available for extrapolated estimates based on the latest ICP round.", "sourceOrganization": "World Bank, International Comparison Program database.", "topics": [{"id": "3", "value": "Economy & Growth"}]}
{"id": "PA.PPR.MAIZ.CD", "name": "Maize price (US$ per metric ton)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PA.PPR.MAIZ.CN", "name": "Maize price (local currency per metric ton)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PA.PPR.WHEA.CD", "name": "Wheat price (US$ per metric ton)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PA.PPR.WHEA.CN", "name": "Wheat price (local currency per metric ton)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PALM.LND.DMG", "name": "Palm Oil Land Area by type of condition: Damaged (in Hectares)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.LND.IMM", "name": "Palm Oil Land Area by type of condition: Immature (in Hectares)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.LND.MTR", "name": "Palm Oil Land Area by type of condition: Mature (in Hectares)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.LND.PRVT", "name": "Palm Oil Land Area by type of ownership: Private (in Hectares)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.LND.SMHD", "name": "Palm Oil Land Area by type of ownership: Smallholder (in Hectares)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.LND.SOE", "name": "Palm Oil Land Area by type of ownership: State Owned Enterprise (in Hectares)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.LND.TOTL", "name": "Palm Oil Land Area: Total (in Hectares)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.PRD.PRVT", "name": "Palm Production by type of ownership: Private (in Tons)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.PRD.SMHD", "name": "Palm Production by type of ownership: Smallholder (in Tons)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.PRD.SOE", "name": "Palm Production by type of ownership: State Owned Enterprise (in Tons)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.PRD.TOTL", "name": "Palm Production: Total (in Tons)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.YLD.PRVT", "name": "Palm Oil Yield by type of ownership: Private (in Kg/Ha)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.YLD.SMHD", "name": "Palm Oil Yield by type of ownership: Smallholder (in Kg/Ha)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PALM.YLD.SOE", "name": "Palm Oil Yield by type of ownership: State Owned Enterprise (in Kg/Ha)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm", "topics": []}
{"id": "PAY.TAX.COIT.AU.HRS.DB1719", "name": "Paying taxes: Time to comply with corporate income tax correction (hours) (DB17-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time to comply with a corporate income tax correction measures the time spent preparing and submitting the correction, and the time spent preparing information for the tax officers, if, in 25% or more of cases, a company that voluntarily reports an error in its CIT return and an underpayment of the tax due would be selected for additional review. The component indicator is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.COIT.AU.HRS.TM.DB1719.DFRN", "name": "Paying taxes: Time to comply with corporate income tax correction (hours) (DB17-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for time to comply with a corporate income tax correction benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.COIT.AU.WKS.DB1719", "name": "Paying taxes: Time to complete a corporate income tax correction (weeks) (DB17-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "Time to complete a corporate income tax correction (weeks) (DB17-20 methodology) measures the time to complete a review by the tax authority including a formal tax audit if in 25% or more of cases, a company that voluntarily reports an error in its corporate income tax return and an underpayment of the tax due would be selected for additional review. The component indicator is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.COIT.WKS.TM.DB1719.DFRN", "name": "Paying taxes: Time to complete a corporate income tax correction (weeks) (DB17-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for time to complete with a corporate income tax correction benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.DB0616.DFRN", "name": "Paying taxes (DB06-16 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for paying taxes is the simple average of the scores for each of the component indicators, the payments, time and total tax and contribution rate for a company to comply with tax laws in an economy. The score is computed based on the methodology in the DB06-16 studies.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.DB1719.DRFN", "name": "Paying taxes (DB17-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for paying taxes is the simple average of the scores for each of the component indicators, the payments, time and total tax and contribution rate for a company to comply with tax laws in an economy, as well as the postfiling procedures to request and process a VAT refund claim and to comply with and complete a corporate income tax correction. The score is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.LABR.TAX.CONTR.ZS", "name": "Paying taxes: Labor tax and contributions (% of profits)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The labor tax and contributions measures all government mandated labor contributions that are borne by the business in the second year of operation, expressed as a share of commercial pro?t.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.POST.FIL.XD.0100.DB1719.DFRN", "name": "Paying taxes: Postfiling index (0-100) (DB17-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for postfiling index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.PRFT.CP.ZS", "name": "Paying taxes: Profit tax (% of profits)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The profit tax measures the amount of income taxes borne by the business in the second year of operation, expressed as a share of commercial pro?t.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.PYMT.FREQ.NO", "name": "Paying taxes: Payments (number per year)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The tax payments capture the total number of taxes and contributions paid, the method of payment, the frequency of payment, and the frequency of ?ling. It includes taxes withheld by the company, such as sales tax, VAT and employee-borne labor taxes.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.PYMT.NO.DFRN", "name": "Paying taxes: Payments per year (number per year) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for tax payments benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.RK.DB19", "name": "Rank: Paying taxes (1=most business-friendly regulations)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ranking of economies on the ease of paying taxes is determined by sorting their scores for paying taxes.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.TM", "name": "Paying taxes: Time (hours per year)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time to comply with tax laws measures the time taken to prepare, ?le and pay three major types of taxes and contributions: the corporate income tax, value added or sales tax and labor taxes, including payroll taxes and social contributions.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.TM.DFRN", "name": "Paying taxes: Time (hours per year) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for time to comply with tax laws benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.TOT.TAX.RT.ZS", "name": "Paying taxes: Total tax and contribution rate (% of profit)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The total tax and contribution rate measures the amount of taxes and mandatory contributions borne by the business in the second year of operation, expressed as a share of commercial pro?t. The total amount of taxes and contributions borne is the sum of all the different taxes and contributions payable after accounting for allowable deductions and exemptions. The taxes withheld (such as personal income tax) or collected by the company and remitted to the tax authorities (such as VAT, sales tax or goods and service tax) but not borne by the company are excluded.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.TOT.TAX.RT.ZS.DRFRN", "name": "Paying taxes: Total tax and contribution rate (% of profit) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for total tax and contribution rate benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.VAT.REF.OBT.WKS.TM.DB1719", "name": "Paying taxes: Time to obtain VAT refund (weeks) (DB17-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time to obtain VAT refund measures the time from purchase of the machine to the date of submission of the refund claim (this is equal to half the filing period), the length of any mandatory period that the excess output VAT must be carried forward before a claim can be made, and the time from the submission of the VAT refund claim to the date the refund is received. If a company that requests a VAT cash refund arising from a capital purchase would be selected for additional review in 50% or more of cases, the duration of the review is included in the time to obtain a VAT refund. The component indicator is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.VAT.REF.OBT.WKS.TM.DB1719.DFRN", "name": "Paying taxes: Time to obtain VAT refund (weeks) (DB17-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for time to obtain VAT refund benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.VAT.REFU.COMP.HRS.TM.DB1719", "name": "Paying taxes: Time to comply with VAT refund (hours) (DB17-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time to comply with VAT refund measures the time spent preparing and submitting the refund claim and the time spent preparing information for the tax officers, if, in 50% or more of cases, a company that requests a VAT cash refund arising from a capital purchase would be selected for an additional review. The component indicator is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PAY.TAX.VAT.REFU.COMP.HRS.TM.DB1719.DFRN", "name": "Paying taxes: Time to comply with VAT refund (hours) (DB17-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for time to comply with VAT refund benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PE.NUS.FCAE", "name": "Official exchange rate (LCU per US$, end period)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Official exchange rate refers to the exchange rate determined by national authorities or to the rate determined in the legally sanctioned exchange market. This series shows the end period value of local currency units relative to the U.S. dollar.", "sourceOrganization": "International Monetary Fund, International Financial Statistics.", "topics": []}
{"id": "PE.USG.LNDN", "name": "London gold price (US$ per ounce)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ADMIN.CAP", "name": "World Bank: Share of total capital education expenditures for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ADMIN.CTL", "name": "World Bank: Share of administration expenditures for central government administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ADMIN.GOV", "name": "World Bank: Share of administration expenditures from government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ADMIN.INTL", "name": "World Bank: Share of administration expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ADMIN.LOCAL", "name": "World Bank: Share of administration expenditures for district/municipal government administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ADMIN.PROV", "name": "World Bank: Share of administration expenditures for provincial/state government administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ADMIN.SAL.USD", "name": "World Bank: Average salary for administration (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.AE.ITL.SHARE", "name": "World Bank: Share of education expenditures from international sources for adult education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.AE.SAL", "name": "World Bank: Salaries' share of adult education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.AE.SAL.TOT", "name": "World Bank: Share of total education expenditures for adult education salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.AE.SAL.USD", "name": "World Bank: Average annual salary for adult education instructors (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PER.AE.SOR.GOV", "name": "World Bank: Share of adult education expenditures from government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.AE.SOR.ITL", "name": "World Bank: Share of adult education expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.AE.TOT", "name": "World Bank: Share of total education expenditure for adult education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CAPITA", "name": "World Bank: Per capita education expenditures (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CAPITA.CAP", "name": "World Bank: Capital expenditures per capita (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CAPITA.RCT", "name": "World Bank: Recurrent expenditures per capita (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CNTRL.GDP", "name": "World Bank: Share of GDP for central government expenditures on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CONSTRUCT.METER", "name": "World Bank: Construction Cost per square meter (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CONSTRUCTION", "name": "World Bank: Construction Cost per Classroom (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CONTRACT.PCTTOT", "name": "World Bank: Share of total education expenditures for contract teachers (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CONTRACT.SAL", "name": "World Bank: Contract Teachers, Annual Salary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CONTRACT.TOT", "name": "World Bank: Contract Teachers, total employed", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CONTRACT.USD", "name": "World Bank: Contract Teachers, Total Cost in USD or local currency", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CPL", "name": "World Bank: Capital share of total education expenditure (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CPL.GDP", "name": "World Bank: Public capital expenditure on education as % of GDP", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CPL.INF", "name": "World Bank: Total education infrastructure expenditures (local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CPL.TOT", "name": "World Bank: Public capital expenditure on education as a % of total capital government expenditure", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.CPL.USD", "name": "World Bank: Total Capital Expenditures on Education (USD Millions or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.EDSAL.AVG", "name": "World Bank: Ratio of average education sector salary to average national wage", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.EFF.TRA", "name": "World Bank: Share of disbursed transfers that reach schools (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.EFF.WI.RCT", "name": "World Bank: Wastage Index (%), recurrent education expenditures", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.EFF.WI.TOT", "name": "World Bank: Wastage Index (%), total education expenditures", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.EXE.CPL", "name": "World Bank: Capital education budget execution rate (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.EXE.CPL.GOV", "name": "World Bank: Capital education budget execution rate (%), domestically financed", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.EXE.CPL.ITL", "name": "World Bank: Capital education budget execution rate (%), internationally financed", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.EXE.RCT", "name": "World Bank: Recurrent education budget execution rate (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.EXE.SAL", "name": "World Bank: Education salary execution rate (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.GNP", "name": "World Bank: Public education expenditures as a % of GNP", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.GS.TOT", "name": "World Bank: Total education expenditures on goods and services (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.MAINTENANCE", "name": "World Bank: Maintenance Cost per school (in USD or in local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.MIN.AD", "name": "World Bank: Ministry of Education employees (% administration/non-teaching)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.MIN.ED", "name": "World Bank: Share of total public sector employees for the education sector (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.MIN.TCH", "name": "World Bank: Ministry of Education employees (% teachers)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.NSAL", "name": "World Bank: Share of total education expenditures for non-salary items (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.NSAL.RCT", "name": "World Bank: Share of total recurrent education expenditures for non-salary items (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.P40", "name": "World Bank: Share of total education expenditures for the poorest 40% of students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PCR", "name": "World Bank: Pupil/Classroom Ratio", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PNTR", "name": "World Bank: Pupil/Administration (Non-Teaching) Staff Ratio", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PPS", "name": "World Bank: Pupils/School", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PS.GDP", "name": "World Bank: Public education expenditure per student (% of GDP per capita)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PS.LOC", "name": "World Bank: Expenditures per student per year (local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PS.LOC.JR", "name": "World Bank: Expenditures per student per year (local currency), junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PS.LOC.PP", "name": "World Bank: Expenditures per student per year (local currency), pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PS.LOC.PRM", "name": "World Bank: Expenditures per student per year (local currency), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PS.LOC.SEC", "name": "World Bank: Expenditures per student per year (local currency), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PS.LOC.SR", "name": "World Bank: Expenditures per student per year (local currency), senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PS.LOC.TER", "name": "World Bank: Expenditures per student per year (local currency), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PS.RCT.ADMIN", "name": "World Bank: Recurrent expenditures per student for administration (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PS.USD", "name": "World Bank: Expenditures per student per year (in USD)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PSTF", "name": "World Bank: Pupil/Total Staff Ratio", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PTR", "name": "World Bank: Pupil/Teacher Ratio", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.PVT.SHARE", "name": "World Bank: Share of total schools, privately managed (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.QTL.NP", "name": "World Bank: Share of total education expenditures for non-poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.QTL.POOR", "name": "World Bank: Share of total education expenditures for poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.QTL.Q1", "name": "World Bank: Share of total education expenditures for Quintile 1 (poorest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.QTL.Q2", "name": "World Bank: Share of total education expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.QTL.Q3", "name": "World Bank: Share of total education expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.QTL.Q4", "name": "World Bank: Share of total education expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.QTL.Q5", "name": "World Bank: Share of total education expenditures for Quintile 5 (richest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.R40", "name": "World Bank: Share of total education expenditures for the richest 40% of students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.RCT", "name": "World Bank: Share of total government expenditures (all sectors) for recurrent education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.RCT.GDP", "name": "World Bank: Public recurrent expenditure on education (% of GDP)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.RCT.GS", "name": "World Bank: Share of recurrent expenditures for goods and services (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.RCT.SAL", "name": "World Bank: Share of recurrent education expenditures for salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.RCT.TOT", "name": "World Bank: Recurrent share of total education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.RCT.TOT.RCT", "name": "World Bank: Public recurrent education expenditure as % of total recurrent government expenditure", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.RCT.TSAL", "name": "World Bank: Share of recurrent education expenditures for teachers salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.RCT.USD", "name": "World Bank: Total Recurrent Expenditures on Education (USD Millions or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SAL", "name": "World Bank: Share of total education expenditures for salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SAL.AVG", "name": "World Bank: Ratio of average teacher salary to average national wage", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SAL.GDP", "name": "World Bank: Education salary expenditures as a % of GDP", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SAL.GHOST", "name": "World Bank: Share of teachers on payroll but not teaching in schools (% Ghost Teachers)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SAL.PVT", "name": "World Bank: Public/Private Teacher Salary Ratio", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SAL.TGOV", "name": "World Bank: Share of total government salary expenditure for education salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SAL.USD", "name": "World Bank: Total Salary Expenditures on Education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SAL.VERT", "name": "World Bank: Teacher Salary Vertical Compression Ratio", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SFT.D", "name": "World Bank: Share of schools with double shifts (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SFT.S", "name": "World Bank: Share of schools with single shifts (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SFT.T", "name": "World Bank: Share of schools with triple shifts (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.SUB.GDP", "name": "World Bank: Share of GDP for subnational government expenditures on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TCH.JOB", "name": "World Bank: Share of teachers holding more than one job (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TLM.PS", "name": "World Bank: Per student expenditure on Teaching/learning materials (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TSAL", "name": "World Bank: Share of total education expenditures for teachers salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TSAL.GDP", "name": "World Bank: Ratio of Teacher Salaries to per capita GDP", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TSAL.USD", "name": "World Bank: Average Annual Teacher Salary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TTL.GDP", "name": "World Bank: Total education expenditure as % of GDP", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TTL.GDP.GOV", "name": "World Bank: Total public education expenditure as % of GDP", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TTL.GOV", "name": "World Bank: Total public education expenditure, % of government spending", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TTL.LCL", "name": "World Bank: Total education expenditure (in local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TTL.NA", "name": "World Bank: Share of total education expenditure not allocated by educational level (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ALL.TTL.USD", "name": "World Bank: Total education expenditure (in USD millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.ADMIN", "name": "World Bank: Share of basic education expenditures for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.CPL", "name": "World Bank: Capital share of basic education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.CPL.TOT", "name": "World Bank: Share of total capital education expenditure (%), basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.EFF.REP", "name": "World Bank: Repetition/Drop-out Inefficiency Cost, basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.EFF.SHARE", "name": "World Bank: Wastage Index (%), Basic Education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.EXE.CPL", "name": "World Bank: Capital education budget execution rate (%), basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.EXE.RCT", "name": "World Bank: Recurrent education budget execution rate (%), basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.EXE.TOT", "name": "World Bank: Education budget execution rate, basic (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PER.BAS.GDP", "name": "World Bank: Share of GDP for education expenditures on basic education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.GS.RCT", "name": "World Bank: Share of basic education recurrent expenditures for goods and services (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.HH.BOARD", "name": "World Bank: Household spending per student on room/board for basic education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.HH.Q1", "name": "World Bank: Private/Household spending on basic education, Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.HH.Q2", "name": "World Bank: Private/Household spending on basic education, Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.HH.Q3", "name": "World Bank: Private/Household spending on basic education, Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.HH.Q4", "name": "World Bank: Private/Household spending on basic education, Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.HH.Q5", "name": "World Bank: Private/Household spending on basic education, Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.HH.TEXT", "name": "World Bank: Household spending per student on textbooks for basic education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.HH.TRNSPT", "name": "World Bank: Household spending per student on transportation for basic education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.HH.TUIT", "name": "World Bank: Household spending per student on tuition for basic education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.HH.UNIF", "name": "World Bank: Household spending per student on uniforms/clothing for basic education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.INSTRUCT", "name": "World Bank: Total instructional hours in basic education (Grades 1-8)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.ITL.SHARE", "name": "World Bank: Share of education expenditures from international sources for basic education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.PCR", "name": "World Bank: Pupil/Classroom Ratio, basic education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.PPC", "name": "World Bank: Pupils/Class, basic education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.PS.GDP", "name": "World Bank: Public education expenditure per student (% of GDP per capita), basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.PS.NONSAL", "name": "World Bank: Per student non-salary spending, basic education (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.PS.RCT", "name": "World Bank: Recurrent expenditures per basic education student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.PS.RCT.RATIO", "name": "World Bank: Ratio of basic per capita/per student recurrent expenditures relative to primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.PS.USD", "name": "World Bank: Expenditures per student per year (in USD or local currency), basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.PSTF", "name": "World Bank: Pupil/Total Staff Ratio, basic education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.PTR", "name": "World Bank: Pupil/Teacher Ratio, basic education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.QLT.Q1", "name": "World Bank: Share of basic education expenditures for Quintile 1 (poorest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.QLT.Q2", "name": "World Bank: Share of basic education expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.QLT.Q3", "name": "World Bank: Share of basic education expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.QLT.Q4", "name": "World Bank: Share of basic education expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.QLT.Q5", "name": "World Bank: Share of basic education expenditures for Quintile 5 (richest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.QTL.NP", "name": "World Bank: Share of total basic education expenditures for non-poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.QTL.P40", "name": "World Bank: Share of education expenditures for the poorest 40% of students (%), Basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.QTL.POOR", "name": "World Bank: Share of total basic education expenditures for poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.QTL.R40", "name": "World Bank: Share of education expenditures for the richest 40% of students (%), Basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.RCT", "name": "World Bank: Recurrent share of basic education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.RCT.TOT", "name": "World Bank: Share of total recurrent education expenditure (%), basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.SAL", "name": "World Bank: Salaries' share of basic education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.SAL.GDP", "name": "World Bank: Ratio of Teacher Salaries to per capita GDP, basic education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.SAL.RCT", "name": "World Bank: Share of recurrent education expenditures for basic education salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.SAL.SHARE", "name": "World Bank: Share of total salary expenditures for basic education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.SAL.TOT", "name": "World Bank: Share of total education expenditures for basic education salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.SOR.GOV", "name": "World Bank: Share of basic education expenditures from government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.TEACH.SHARE", "name": "World Bank: Share of teachers for basic education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio, basic education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.TOT", "name": "World Bank: Share of total education expenditure for basic education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.TOT.CPL", "name": "World Bank: Capital share of total education expenditure (%), basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.TOTEXP", "name": "World Bank: Total expenditures on basic education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.BAS.TRANSFER.RCT", "name": "World Bank: Share of basic education recurrent expenditures for transfers (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.EFF.GDP", "name": "World Bank: Share of GDP lost through inefficiencies (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.EFF.SUB.GDP", "name": "World Bank: Share of GDP potentially saved with improved targeting of education subsidies (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.EFF.SUB.USD", "name": "World Bank: Total potential savings with improved targeting of government education subsidies (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.EFF.TEACH.GDP", "name": "World Bank: Share of GDP potentially saved with improved pupil/teacher ratios (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.EFF.TEACH.USD", "name": "World Bank: Total potential savings with improved pupil/teacher ratios (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.EMPOLY.ED", "name": "World Bank: Share of total national employment for the education sector (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ETH.PS.MAJ", "name": "World Bank: Per student expenditure for majority ethnic group students, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ETH.PS.MIN", "name": "World Bank: Per student expenditure for minority ethnic group students, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ETH.PTR.MAJ", "name": "World Bank: Pupil/Teacher Ratio in majority ethnic group schools, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.ETH.PTR.MIN", "name": "World Bank: Pupil/Teacher Ratio in minority ethnic group schools, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.EXE.GS.TOT", "name": "World Bank: Goods and Services Execution Rate (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.FEED.PS.USD", "name": "World Bank: Per student cost of school feeding programs (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.GEO.PPS.RRL", "name": "World Bank: Pupils/School in rural areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.GEO.PPS.URB", "name": "World Bank: Pupils/School in urban areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.GEO.RRL.PS.HH", "name": "World Bank: Household spending per student, rural areas (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.GEO.URB.PS.HH", "name": "World Bank: Household spending per student, urban areas (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.GOV.SHARE.TOT", "name": "World Bank: Share of total domestically-financed/government expenditures for education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.GS.TOT.SHARE", "name": "World Bank: Share of total expenditures for goods and services (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.HH.MGT.SHARE", "name": "World Bank: Share of total household education spending/school fees appropriated to provincial/regional/central government levels from the school level (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.HH.P40.SHARE", "name": "World Bank: Share of total household education expenditures for the poorest 40%", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.HH.Q1.SHARE", "name": "World Bank: Share of total household education expenditures for Quintile 1 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.HH.Q2.SHARE", "name": "World Bank: Share of total household education expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.HH.Q3.SHARE", "name": "World Bank: Share of total household education expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.HH.Q4.SHARE", "name": "World Bank: Share of total household education expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.HH.Q5.SHARE", "name": "World Bank: Share of total household education expenditures for Quintile 5 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.HH.R40.SHARE", "name": "World Bank: Share of total household education expenditures for the richest 40%", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.HH.SAL.SHARE", "name": "World Bank: Share of total household education spending for salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.INTL.COMT.DISP", "name": "World Bank: Share of international commitments for education disbursed to government (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.ADMIN", "name": "World Bank: Share of junior secondary expenditures for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.CPL", "name": "World Bank: Capital share of junior secondary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.CPL.TOT", "name": "World Bank: Share of total capital education expenditure (%), junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.EFF.REP", "name": "World Bank: Repetition/Drop-out Inefficiency Cost, junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.EFF.REP.YEAR", "name": "World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.GS.RCT", "name": "World Bank: Share of junior secondary recurrent expenditures for goods and services (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.ITL.SHARE", "name": "World Bank: Share of education expenditures from international sources for junior secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.PCR", "name": "World Bank: Pupil/Classroom Ratio, junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.PPC", "name": "World Bank: Pupils/Class, junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.PS.GDP", "name": "World Bank: Public education expenditure per student (% of GDP per capita), junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.PS.NONSAL", "name": "World Bank: Per student non-salary spending, junior secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.PS.PRIM", "name": "World Bank: Ratio of expenditures per student, junior secondary to primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.PS.RCT", "name": "World Bank: Recurrent expenditures per junior secondary student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.PS.USD", "name": "World Bank: Expenditures per student per year in USD, junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.PSTF", "name": "World Bank: Pupil/Total Staff Ratio, junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.PTR", "name": "World Bank: Pupil/Teacher Ratio, junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.QLT.Q1", "name": "World Bank: Share of junior secondary education expenditures for Quintile 1 (poorest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.QLT.Q2", "name": "World Bank: Share of junior secondary education expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.QLT.Q3", "name": "World Bank: Share of junior secondary education expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.QLT.Q4", "name": "World Bank: Share of junior secondary education expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.QLT.Q5", "name": "World Bank: Share of junior secondary education expenditures for Quintile 5 (richest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.QTL.P40", "name": "World Bank: Share of education expenditures for the poorest 40% of students (%), Junior Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.QTL.R40", "name": "World Bank: Share of education expenditures for the richest 40% of students (%), Junior Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.RCT", "name": "World Bank: Recurrent share of junior secondary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.RCT.TOT", "name": "World Bank: Share of total recurrent education expenditure (%), junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.SAL", "name": "World Bank: Salaries' share of junior secondary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PER.JR.SAL.GDP", "name": "World Bank: Ratio of Teacher Salaries to per capita GDP, junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.SAL.RCT", "name": "World Bank: Share of recurrent education expenditures for junior secondary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.SAL.SHARE.RCT", "name": "World Bank: Salaries' share of junior secondary recurrent expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.SAL.TOT", "name": "World Bank: Share of total education expenditures for junior secondary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.SAL.USD", "name": "World Bank: Average Annual Teacher Salary (in USD or local currency), junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.SOR.GOV", "name": "World Bank: Share of junior secondary education expenditures from government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.TCH.HRS", "name": "World Bank: Average annual teaching load, junior secondary (hours of instruction per year)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.TEACH.SHARE", "name": "World Bank: Share of teachers for junior secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio, junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.TOT", "name": "World Bank: Share of total education expenditure for junior secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.TOTEXP", "name": "World Bank: Total expenditures on junior secondary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.TRANSFER.PS", "name": "World Bank: Per student transfer by central to subnational government, junior secondary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.JR.TRANSFER.RCT", "name": "World Bank: Share of junior secondary recurrent expenditures for transfers (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.AD.RCT", "name": "World Bank: Share of total recurrent education expenditure for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.AD.SAL.SHARE", "name": "World Bank: Share of total salary expenditures for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.AD.TOT", "name": "World Bank: Share of total education expenditure for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FEED.GDP", "name": "World Bank: School Feeding Programs (% of GDP)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FEED.RCT", "name": "World Bank: School Feeding Programs (% of total recurrent expenditures)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FEED.TOT", "name": "World Bank: School Feeding Programs (% of total education expenditures)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FEED.TOT.USD", "name": "World Bank: Total expenditures on School Feeding Programs (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.JR", "name": "World Bank: Share of recurrent junior secondary expenditures for scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.LOAN.TER", "name": "World Bank: Total Student Loans (USD or local currency). Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.PRM", "name": "World Bank: Share of recurrent primary education expenditures for scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.RCT", "name": "World Bank: Share of recurrent expenditures for scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.SEC", "name": "World Bank: Share of recurrent secondary expenditures for scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.SR", "name": "World Bank: Share of recurrent senior secondary expenditures for scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TER", "name": "World Bank: Share of recurrent tertiary expenditures for scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TER.TOT", "name": "World Bank: Share of total tertiary expenditures for scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT", "name": "World Bank: Share of total education spending for scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.PRM", "name": "World Bank: Total Expenditures on Scholarships/Student Financial Assistance (USD or local currency). Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.Q1", "name": "World Bank: Share of scholarships/subsidy expenditures for Quintile 1 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.Q2", "name": "World Bank: Share of scholarships/subsidy expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.Q3", "name": "World Bank: Share of scholarships/subsidy expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.Q4", "name": "World Bank: Share of scholarships/subsidy expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.Q5", "name": "World Bank: Share of scholarships/subsidy expenditures for Quintile 5 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.SEC", "name": "World Bank: Total Expenditures on Scholarships/Student Financial Assistance (USD or local currency). Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.SR", "name": "World Bank: Share of scholarships/subsidy expenditures for senior secondary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.TER", "name": "World Bank: Share of scholarships/subsidy expenditures for tertiary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.TER.LOC", "name": "World Bank: Total Expenditures on Scholarships/Student Financial Assistance (USD or local currency). Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.TOT.VOC", "name": "World Bank: Share of scholarships/subsidy expenditures for technical/vocational education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.USD", "name": "World Bank: Total Expenditures on Scholarships/Student Financial Assistance (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.FIN.VOC.TOT", "name": "World Bank: Share of total technical/vocational expenditures for scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GDR.PRM", "name": "World Bank: Expenditures on females (as a % for males), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GDR.SEC", "name": "World Bank: Expenditures on females (as a % for males), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GDR.TER", "name": "World Bank: Expenditures on females (as a % for males), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GDR.TOT", "name": "World Bank: Expenditures on females (as a % for males)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL", "name": "World Bank: Share of education spending on rural areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.JR", "name": "World Bank: Share of junior secondary education spending on rural areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.P40", "name": "World Bank: Share of expenditures for the poorest 40%, rural areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.PCT", "name": "World Bank: Pupil/Classroom Ratio, rural areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.PP", "name": "World Bank: Share of pre-primary education spending on rural areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.PPC", "name": "World Bank: Pupils/Class, rural areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.PRM", "name": "World Bank: Share of primary education spending on rural areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.PRM.PER", "name": "World Bank: Average expenditure per primary student, rural areas (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.PSTF", "name": "World Bank: Pupil/Total Staff Ratio, rural areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.PTR", "name": "World Bank: Pupil/Teacher Ratio, rural areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.R40", "name": "World Bank: Share of expenditures for the richest 40%, rural areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.SEC", "name": "World Bank: Share of secondary education spending on rural areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.SEC.PS", "name": "World Bank: Average expenditure per secondary student, rural areas (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.SR", "name": "World Bank: Share of senior secondary education spending on rural areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.TER", "name": "World Bank: Share of tertiary education spending on rural areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RRL.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio, rural areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RU.PRM", "name": "World Bank: Ratio of rural/urban per capita expenditures, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.RU.SEC", "name": "World Bank: Ratio of rural/urban per capita expenditures, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB", "name": "World Bank: Share of education spending on urban areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.JR", "name": "World Bank: Share of junior secondary education spending on urban areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.P40", "name": "World Bank: Share of expenditures for the poorest 40%, urban areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.PCR", "name": "World Bank: Pupil/Classroom Ratio, urban areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.PP", "name": "World Bank: Share of pre-primary education spending on urban areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.PPC", "name": "World Bank: Pupils/Class, urban areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.PRM", "name": "World Bank: Share of primary education spending on urban areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.PRM.PER", "name": "World Bank: Average expenditure per primary student, urban areas (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.PSTF", "name": "World Bank: Pupil/Total Staff Ratio, urban areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.PTR", "name": "World Bank: Pupil/Teacher Ratio, urban areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.R40", "name": "World Bank: Share of expenditures for the richest 40%, urban areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.SEC", "name": "World Bank: Share of secondary education spending on urban areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.SEC.PS", "name": "World Bank: Average expenditure per secondary student, urban areas (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.SR", "name": "World Bank: Share of senior secondary education spending on urban areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.TER", "name": "World Bank: Share of tertiary education spending on urban areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GEO.URB.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio, urban areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.GOV.PRIV", "name": "World Bank: Share of total public education expenditure for private institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.HIV.ABS", "name": "World Bank: Total education expenditure lost to HIV/AIDS related teacher absenteeism (USD millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.HIV.OVC.ENR", "name": "World Bank: Total cost of enrolling HIV/AIDS orphans (in USD millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.HIV.OVC.PRM", "name": "World Bank: Orphans and Vulnerable Children (OVC) Cash Transfer to Schools per primary student (in USD)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.HIV.OVC.SEC", "name": "World Bank: Orphans and Vulnerable Children (OVC) Cash Transfer to Schools per secondary student (in USD)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.HIV.OVC.TOT", "name": "World Bank: Total Cash Transfers for Orphans and Vulnerable Children (OVCs) (in USD)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.HIV.SHARE", "name": "World Bank: Share of total education expenditures for HIV/AIDS interventions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.HIV.TOT", "name": "World Bank: Share of total education expenditure lost due to HIV/AIDS (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.HIV.TT", "name": "World Bank: Additional cost of teacher education due to HIV/AIDS (USD millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.HIV.USD", "name": "World Bank: Total education expenditure lost to HIV/AIDS (USD millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.MAIN.RCT", "name": "World Bank: Operations and Maintenance (% of recurrent education expenditure)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.MAIN.TOT", "name": "World Bank: Operations and Maintenance (% of total education expenditure)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.PTXT", "name": "World Bank: Pupil/Textbook Ratio", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.SPECIAL.SHARE", "name": "World Bank: Share of total education expenditures for special education/disabilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TLM", "name": "World Bank: Teaching/learning materials (% of total education expenditures)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TLM.RCT", "name": "World Bank: Teaching/learning materials (% of total recurrent education expenditures)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TRA.BAS", "name": "World Bank: Per student transfer by central to subnational government, basic (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TRA.GDP", "name": "World Bank: Central Government Transfers for education (% of GDP)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TRA.OVERALL", "name": "World Bank: Per student transfer by central to subnational government (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TRA.PP", "name": "World Bank: Per student transfer by central to subnational government, pre-primary (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PER.OC.TRA.PRM", "name": "World Bank: Per student transfer by central to subnational government, primary (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TRA.RCT", "name": "World Bank: Share of recurrent education expenditures for transfers (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TRA.SEC", "name": "World Bank: Per student transfer by central to subnational government, secondary (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TRA.TER", "name": "World Bank: Per student funding transfer by central government to tertiary institutions (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TRA.TOT", "name": "World Bank: Share of total central government transfers for education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TRA.TOT.SHARE", "name": "World Bank: Share of total education expenditures for transfers (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TRA.USD", "name": "World Bank: Total Transfers (local currency or USD millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TT.PRM", "name": "World Bank: Ratio of expenditures per student, teacher training to primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TT.RCT", "name": "World Bank: Teacher Training (% of recurrent education expenditures)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TT.TOT", "name": "World Bank: Teacher Training (% of total education expenditure)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TXT.RCT", "name": "World Bank: Textbooks (% of total recurrent education expenditures)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.TXT.TOT", "name": "World Bank: Textbooks (% of total education expenditures)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.UTL.RCT", "name": "World Bank: Utilities (% of recurrent education expenditure)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.OC.UTL.TOT", "name": "World Bank: Utilities (% of total education expenditure)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PER.TEACH.SHARE", "name": "World Bank: Share of teachers for primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.ADMIN", "name": "World Bank: Share of pre-primary expenditures for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.CAP.SHARE", "name": "World Bank: Share of total capital education expenditure (%), pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.CPL", "name": "World Bank: Capital share of pre-primary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.EXE.CPL", "name": "World Bank: Capital education budget execution rate (%), pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.EXE.RCT", "name": "World Bank: Recurrent education budget execution rate (%), pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.EXE.TOT", "name": "World Bank: Education budget execution rate, pre-primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.GDP", "name": "World Bank: Share of GDP for education expenditures on pre-primary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.ITL.SHARE", "name": "World Bank: Share of education expenditures from international sources for pre-primary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PCR", "name": "World Bank: Pupil/Classroom Ratio, pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PPC", "name": "World Bank: Pupils/Class, pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PRIV", "name": "World Bank: Share of pre-primary schools, privately managed (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PS.GDP", "name": "World Bank: Public education expenditure per student (% of GDP per capita), pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PS.PRM", "name": "World Bank: Ratio of expenditures per student, pre-primary to primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PS.RCT", "name": "World Bank: Recurrent expenditures per pre-primary student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PS.RCT.RATIO", "name": "World Bank: Ratio of pre-primary per capita/per student recurrent expenditures relative to primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PS.USD", "name": "World Bank: Expenditures per student per year (in USD), pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PSTF", "name": "World Bank: Pupil/Total Staff Ratio, pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PTR", "name": "World Bank: Pupil/Teacher Ratio, pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.PVT.FEE", "name": "World Bank: Private institution fees, pre-primary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.QLT.P40", "name": "World Bank: Share of education expenditures for the poorest 40% of students (%), Pre-Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.QLT.Q1", "name": "World Bank: Share of pre-primary education expenditures for Quintile 1 (poorest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.QLT.Q2", "name": "World Bank: Share of pre-primary education expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.QLT.Q3", "name": "World Bank: Share of pre-primary education expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.QLT.Q4", "name": "World Bank: Share of pre-primary education expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.QLT.Q5", "name": "World Bank: Share of pre-primary education expenditures for Quintile 5 (richest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.QTL.NP", "name": "World Bank: Share of total pre-primary education expenditures for non-poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.QTL.POOR", "name": "World Bank: Share of total pre-primary education expenditures for poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.QTL.R40", "name": "World Bank: Share of education expenditures for the richest 40% of students (%), Pre-Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.RCT", "name": "World Bank: Recurrent share of pre-primary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.RCT.TOT", "name": "World Bank: Share of total recurrent education expenditure (%), pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.SAL", "name": "World Bank: Salaries' share of pre-primary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.SAL.RCT", "name": "World Bank: Share of recurrent education expenditures for pre-primary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.SAL.TOT", "name": "World Bank: Share of total education expenditures for pre-primary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.SAL.USD", "name": "World Bank: Average Annual Teacher Salary in USD, pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.SOR.GOV", "name": "World Bank: Share of pre-primary education expenditures from government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.TEACH.SHARE", "name": "World Bank: Share of teachers for pre-primary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio, pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.TOT", "name": "World Bank: Share of total education expenditure for pre-primary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PP.TOTEXP", "name": "World Bank: Total expenditures on pre-primary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRIV.MANAGE", "name": "World Bank: Share of secondary schools, privately managed (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.ADMIN", "name": "World Bank: Share of primary expenditures for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.CIVIL.SAL", "name": "World Bank: Civil Service Teachers, Annual Salary (in USD or local currency), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.CIVIL.SHARE", "name": "World Bank: Civil Service Primary Teachers (% of total primary teachers)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.COM.SAL", "name": "World Bank: Community/Locally-Hired Teachers, Annual Salary (in USD or local currency), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.COM.SHARE", "name": "World Bank: Community/Locally-Hired Primary Teachers (% of total primary teachers)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.CONTRACT", "name": "World Bank: Contract/Part-Time primary teachers (% of total teachers)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.CONTRACT.SAL", "name": "World Bank: Contract Teachers, Annual Salary (in USD or local currency), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.CPL", "name": "World Bank: Capital share of primary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.CPL.TOT", "name": "World Bank: Share of total capital education expenditure (%), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.DS.SHARE", "name": "World Bank: Share of schools with double shifts (%), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EFF.REP", "name": "World Bank: Repetition/Drop-out Inefficiency Cost, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EFF.REP.YEAR", "name": "World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EFF.REP.YEAR.PUB", "name": "World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, primary public schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EFF.REP.YEAR.PVT", "name": "World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, primary private schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EFF.TCHRSUPPLY", "name": "World Bank: Cost Burden of Teacher Oversupply (% of total education expenditures)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EFF.TOT", "name": "World Bank: Total Cost of Inefficiencies (USD or local currency), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EFF.WASTAGE", "name": "World Bank: Wastage Index (%), Total Primary Expenditures", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EXE.CPL", "name": "World Bank: Capital education budget execution rate (%), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EXE.RCT", "name": "World Bank: Recurrent education budget execution rate (%), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EXE.SAL", "name": "World Bank: Salary execution rate (%), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.EXE.TOT", "name": "World Bank: Education budget execution rate, primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.GDP", "name": "World Bank: Share of GDP for education expenditures on primary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.GS.RCT", "name": "World Bank: Share of primary recurrent expenditures for goods and services (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.HH.BOARD", "name": "World Bank: Household spending per student on room/board for primary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.HH.FEES.TOT", "name": "World Bank: Total household spending on school fees, primary (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.HH.TEXT", "name": "World Bank: Household spending per student on textbooks for primary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.HH.TRNSPT", "name": "World Bank: Household spending per student on transportation for primary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.HH.TUIT", "name": "World Bank: Household spending per student on tuition for primary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.HH.UNIF", "name": "World Bank: Household spending per student on uniforms/clothing for primary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.ITL.SHARE", "name": "World Bank: Share of education expenditures from international sources for primary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PCR", "name": "World Bank: Pupil/Classroom Ratio, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PNTR", "name": "World Bank: Pupil/Administration (Non-Teaching) Staff Ratio, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PPC", "name": "World Bank: Pupils/Class, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PPS", "name": "World Bank: Pupils/School, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PPS.PRIV", "name": "World Bank: Pupils/Private Primary School", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PPS.PUB", "name": "World Bank: Pupils/Public Primary School", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PQTR", "name": "World Bank: Pupils/Certified Teacher Ratio, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PRIV.PS", "name": "World Bank: Per student expenditures in private primary institutions (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PS.GDP", "name": "World Bank: Public education expenditure per student (% of GDP per capita), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PS.NONSAL", "name": "World Bank: Per student non-salary spending, primary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PS.PUB", "name": "World Bank: Per student expenditures in public primary institutions (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PS.USD", "name": "World Bank: Expenditures per student per year (in USD), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PSTF", "name": "World Bank: Pupil/Total Staff Ratio, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PTC.CIVIL", "name": "World Bank: Pupil/Teacher Ratio for primary schools with Civil Service Teachers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PTR", "name": "World Bank: Pupil/Teacher Ratio, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PER.PRM.PTR.CONTRACT", "name": "World Bank: Pupil/Teacher Ratio for primary schools with Contract Teachers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PTR.PRIV", "name": "World Bank: Pupil/Teacher Ratio for Private Primary Schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PTR.PUBLIC", "name": "World Bank: Pupil/Teacher Ratio for Public Primary Schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PVT.FEE", "name": "World Bank: Private institution fees, primary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.PVT.SHARE", "name": "World Bank: Share of primary schools, privately managed (% of total schools)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.QLT.Q1", "name": "World Bank: Share of primary education expenditures for Quintile 1 (poorest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.QLT.Q2", "name": "World Bank: Share of primary education expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.QLT.Q3", "name": "World Bank: Share of primary education expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.QLT.Q4", "name": "World Bank: Share of primary education expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.QLT.Q5", "name": "World Bank: Share of primary education expenditures for Quintile 5 (richest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.QTL.NP", "name": "World Bank: Share of total primary education expenditures for non-poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.QTL.P40", "name": "World Bank: Share of education expenditures for the poorest 40% of students (%), Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.QTL.POOR", "name": "World Bank: Share of total primary education expenditures for poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.QTL.R40", "name": "World Bank: Share of education expenditures for the richest 40% of students (%), Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.RCT", "name": "World Bank: Recurrent share of primary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.RCT.GDP", "name": "World Bank: Primary recurrent expenditures as a share of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.RCT.PS", "name": "World Bank: Recurrent expenditures per primary student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.RCT.TOT", "name": "World Bank: Share of total recurrent education expenditure (%), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.SAL", "name": "World Bank: Salaries' share of primary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.SAL.GDP", "name": "World Bank: Ratio of Teacher Salaries to per capita GDP, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.SAL.LOC", "name": "World Bank: Average Annual Teacher Salary in local currency, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.SAL.PS", "name": "World Bank: Salary expenditures per primary student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.SAL.RCT", "name": "World Bank: Share of recurrent education expenditures for primary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.SAL.SHARE", "name": "World Bank: Share of total salary expenditures for primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.SAL.SHARE.RCT", "name": "World Bank: Salaries' share of primary recurrent expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.SAL.TOT", "name": "World Bank: Share of total education expenditures for primary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.SAL.USD", "name": "World Bank: Average Annual Teacher Salary in USD, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.TCH.HRS", "name": "World Bank: Average annual teaching load, primary (hours of instruction per year)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.TCH.JOB", "name": "World Bank: Share of primary teachers holding more than one job (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.TLM.PS", "name": "World Bank: Per student expenditures on Teaching/learning materials, primary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio, primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.TOT", "name": "World Bank: Share of total education expenditure for primary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.TOT.CPL", "name": "World Bank: Capital share of total education expenditure (%), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.TOTEXP", "name": "World Bank: Total expenditures on primary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.TRANSFER.RCT", "name": "World Bank: Share of primary recurrent expenditures for transfers (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.TS.SHARE", "name": "World Bank: Share of schools with triple shifts (%), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.TTL.GOV", "name": "World Bank: Share of total government expenditures (all sectors) for primary education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PRM.UTL.SHARE", "name": "World Bank: Share of primary expenditures for utilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PVT.PRM.TOT", "name": "World Bank: Share of total education expenditures for private primary schools (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PVT.SEC.TOT", "name": "World Bank: Share of total education expenditures for private secondary schools (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.PVT.TER.TOT", "name": "World Bank: Share of total education expenditures for private tertiary institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.RRL.HH.SHARE", "name": "World Bank: Share of total household expenditures for education, rural areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.RRL.HH.TOTSHARE", "name": "World Bank: Share of total household education expenditures from rural areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SAL.HOURLY", "name": "World Bank: Average hourly wage for teachers (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SAL.HR.WEEK", "name": "World Bank: Teachers total working hours per week", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SAL.MOE.MONTH", "name": "World Bank: Average monthly education sector salary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SAL.NOT", "name": "World Bank: Share of teachers not on the government payroll (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SAL.PRM.WEEK", "name": "World Bank: Primary teachers total working hours per week", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SAL.PUB", "name": "World Bank: Average teacher salary in public schools (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SAL.SEC.WEEK", "name": "World Bank: Secondary teachers total working hours per week", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SAL.TEACH.MONTH.USD", "name": "World Bank: Average monthly teacher salary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SAL.TEACH.TOT.USD", "name": "World Bank: Total teacher salary expenditures (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.ADMIN", "name": "World Bank: Share of secondary expenditures for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.CIVIL.SAL", "name": "World Bank: Civil Service Teachers, Annual Salary (in USD or local currency), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.CIVIL.SHARE", "name": "World Bank: Civil Service Secondary Teachers (% of total secondary teachers)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.COM.SAL", "name": "World Bank: Community/Locally-Hired Teachers, Annual Salary (in USD or local currency), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.COM.SHARE", "name": "World Bank: Community/Locally-Hired Secondary Teachers (% of total secondary teachers)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.CONTRACT", "name": "World Bank: Contract/Part-Time secondary teachers (% of total teachers)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.CONTRACT.SAL", "name": "World Bank: Contract Teachers, Annual Salary (in USD or local currency), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.CPL", "name": "World Bank: Capital share of secondary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.CPL.TOT", "name": "World Bank: Share of total capital education expenditure (%), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.DS.SHARE", "name": "World Bank: Share of schools with double shifts (%), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.EFF.REP", "name": "World Bank: Repetition/Drop-out Inefficiency Cost, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.EFF.REP.YEAR", "name": "World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.EFF.REP.YEAR.PUB", "name": "World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, secondary public schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.EFF.REP.YEAR.PVT", "name": "World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, secondary private schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.EFF.TOT", "name": "World Bank: Total Cost of Inefficiencies (USD or local currency), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.EXE.CPL", "name": "World Bank: Capital education budget execution rate (%), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.EXE.RCT", "name": "World Bank: Recurrent education budget execution rate (%), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.EXE.SAL", "name": "World Bank: Salary execution rate (%), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.EXE.TOT", "name": "World Bank: Education budget execution rate, secondary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.GDP", "name": "World Bank: Share of GDP for education expenditures on secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.GS.RCT", "name": "World Bank: Share of secondary recurrent expenditures for goods and services (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.HH.BOARD", "name": "World Bank: Household spending per student on room/board for secondary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.HH.TEXT", "name": "World Bank: Household spending per student on textbooks for secondary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.HH.TRNSPT", "name": "World Bank: Household spending per student on transportation for secondary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.HH.TUIT", "name": "World Bank: Household spending per student on tuition for secondary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.HH.UNIF", "name": "World Bank: Household spending per student on uniforms/clothing for secondary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.ITL.SHARE", "name": "World Bank: Share of education expenditures from international sources for secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PCR", "name": "World Bank: Pupil/Classroom Ratio, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PPC", "name": "World Bank: Pupils/Class, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PPS", "name": "World Bank: Pupils/School, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PPS.PRIV", "name": "World Bank: Pupils/Private Secondary School", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PPS.PUB", "name": "World Bank: Pupils/Public Secondary School", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PQTR", "name": "World Bank: Pupils/Certified Teacher Ratio, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PRIV.PS", "name": "World Bank: Per student expenditures in private secondary institutions (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PRT.PRIV", "name": "World Bank: Pupil/Teacher Ratio for Private Secondary Schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PS.GDP", "name": "World Bank: Public education expenditure per student (% of GDP per capita), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PS.NONSAL", "name": "World Bank: Per student non-salary spending, secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PS.PRM", "name": "World Bank: Ratio of expenditures per student, secondary to primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PS.PUB", "name": "World Bank: Per student expenditures in public secondary institutions (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PS.RCT.RATIO", "name": "World Bank: Ratio of secondary per capita/per student recurrent expenditures relative to primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PS.TEXT", "name": "World Bank: Per student expenditure on Teaching/learning materials, secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PS.USD", "name": "World Bank: Expenditures per student per year (in USD), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PSTF", "name": "World Bank: Pupil/Total Staff Ratio, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PTC.CIVIL", "name": "World Bank: Pupil/Teacher Ratio for secondary schools with Civil Service Teachers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PTR", "name": "World Bank: Pupil/Teacher Ratio, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PTR.CONTRACT", "name": "World Bank: Pupil/Teacher Ratio for secondary schools with Contract Teachers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PTR.PUBLIC", "name": "World Bank: Pupil/Teacher Ratio for Public Secondary Schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.PVT.FEE", "name": "World Bank: Private institution fees, secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PER.SEC.QTL.NP", "name": "World Bank: Share of total secondary education expenditures for non-poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.QTL.P40", "name": "World Bank: Share of education expenditures for the poorest 40% of students (%), Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.QTL.POOR", "name": "World Bank: Share of total secondary education expenditures for poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.QTL.Q1", "name": "World Bank: Share of secondary education expenditures for Quintile 1 (poorest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.QTL.Q2", "name": "World Bank: Share of secondary education expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.QTL.Q3", "name": "World Bank: Share of secondary education expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.QTL.Q4", "name": "World Bank: Share of secondary education expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.QTL.Q5", "name": "World Bank: Share of secondary education expenditures for Quintile 5 (richest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.QTL.R40", "name": "World Bank: Share of education expenditures for the richest 40% of students (%), Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "PER.SEC.RCT.GDP", "name": "World Bank: Secondary recurrent expenditures as a share of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "PER.SEC.RCT.TOT", "name": "World Bank: Share of total recurrent education expenditure (%), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.SAL", "name": "World Bank: Salaries' share of secondary education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.SAL.GDP", "name": "World Bank: Ratio of Teacher Salaries to per capita GDP, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.SAL.LOC", "name": "World Bank: Average Annual Teacher Salary in local currency, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.SAL.PS", "name": "World Bank: Salary expenditures per secondary student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.SAL.RCT", "name": "World Bank: Share of recurrent education expenditures for secondary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.SAL.SHARE", "name": "World Bank: Share of total salary expenditures for secondary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.SAL.SHARE.RCT", "name": "World Bank: Salaries' share of secondary recurrent expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.SAL.TOT", "name": "World Bank: Share of total education expenditures for secondary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.SAL.USD", "name": "World Bank: Average Annual Teacher Salary in USD, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.TCH.HRS", "name": "World Bank: Average annual teaching load, secondary (hours of instruction per year)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.TCH.JOB", "name": "World Bank: Share of secondary teachers holding more than one job (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.TEACH.SHARE", "name": "World Bank: Share of teachers for secondary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio, secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.TOT", "name": "World Bank: Share of total education expenditure for secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.TOT.CPL", "name": "World Bank: Capital share of total education expenditure (%), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.TOTEXP", "name": "World Bank: Total expenditures on secondary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.TRANSFER.RCT", "name": "World Bank: Share of secondary recurrent expenditures for transfers (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SEC.TS.SHARE", "name": "World Bank: Share of schools with triple shifts (%), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.BAS.CTL", "name": "World Bank: Share of basic education expenditures financed by central government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "PER.SOR.BAS.PROV", "name": "World Bank: Share of basic education expenditures financed by provincial/state government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.BAS", "name": "World Bank: Share of total central government education expenditures for basic education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.CAP", "name": "World Bank: Share of central government education expenditures for capital (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.CPL", "name": "World Bank: Central government share of education capital expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.JR", "name": "World Bank: Share of total central government education expenditures for junior secondary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.PP", "name": "World Bank: Share of total central government education expenditures for pre-primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.PRM", "name": "World Bank: Share of total central government education expenditures for primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.RCT", "name": "World Bank: Central government share of recurrent education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "PER.SOR.CTL.SAL", "name": "World Bank: Central government share of education salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.SAL.SHARE", "name": "World Bank: Share of central government education expenditures for salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.SEC", "name": "World Bank: Share of total central government education expenditures for secondary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "PER.SOR.CTL.TER", "name": "World Bank: Share of total central government education expenditures for tertiary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.TOT", "name": "World Bank: Share of total central government spending for education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.TOT.BAS", "name": "World Bank: Share of total education expenditures disbursed by the central government for basic education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.TOT.PP", "name": "World Bank: Share of total education expenditures disbursed by the central government for pre-primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.TOT.PRM", "name": "World Bank: Share of total education expenditures disbursed by the central government for primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.TOT.SEC", "name": "World Bank: Share of total education expenditures disbursed by the central government for secondary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "PER.SOR.CTL.TOT.VOC", "name": "World Bank: Share of total education expenditures disbursed by the central government for technical/vocational education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.CTL.VOC", "name": "World Bank: Share of total central government education expenditures for technical/vocational education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "PER.SOR.DIST.BAS", "name": "World Bank: Share of total education expenditures disbursed by subnational levels of government for basic education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.DIST.CTL", "name": "World Bank: Share of total education expenditures disbursed by the central government (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.DIST.JR", "name": "World Bank: Share of total education expenditures disbursed by subnational levels of government for junior secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "PER.SOR.DIST.PRM", "name": "World Bank: Share of total education expenditures disbursed by subnational levels of government for primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.DIST.REG", "name": "World Bank: Share of total education expenditures disbursed by provincial/state levels of government (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.DIST.REV", "name": "World Bank: Share of total district/municipal government expenditures for the education sector (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.DIST.SEC", "name": "World Bank: Share of total education expenditures disbursed by subnational levels of government for secondary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.DIST.SR", "name": "World Bank: Share of total education expenditures disbursed by subnational levels of government for senior secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.DIST.SUB", "name": "World Bank: Share of total education expenditures disbursed by subnational levels of government (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.DIST.TER", "name": "World Bank: Share of total education expenditures disbursed by subnational levels of government for tertiary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "PER.SOR.FEE.JR", "name": "World Bank: Annual school fees per student, junior secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.JR.SHARE", "name": "World Bank: Share of total junior secondary education expenditures from parental contributions/school fees (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.PP.SHARE", "name": "World Bank: Share of total pre-primary education expenditures from parental contributions/school fees (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.PRM", "name": "World Bank: Annual school fees per student, primary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.PRM.SHARE", "name": "World Bank: Share of total expenditures on primary education recovered from school fees/household contributions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.SEC", "name": "World Bank: Annual school fees per student, secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.SEC.SHARE", "name": "World Bank: Share of total expenditures on secondary education recovered from school fees/household expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.SR", "name": "World Bank: Annual school fees per student, senior secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.SR.SHARE", "name": "World Bank: Share of total senior secondary education expenditures from parental contributions/school fees (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.TER", "name": "World Bank: Annual tuition fees per student, tertiary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.TER.SHARE", "name": "World Bank: Share of total cost of public tertiary education recovered from student fees (Cost Recovery %)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.FEE.TOT", "name": "World Bank: Share of total education revenue from school fees (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.CPL", "name": "World Bank: Capital expenditures from government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.GDP", "name": "World Bank: Total education expenditure from public sources (% of GDP)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.PRM", "name": "World Bank: Share of primary expenditures from public/government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.PS.PRM", "name": "World Bank: Government expenditures per primary student (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.PS.SEC", "name": "World Bank: Government expenditures per secondary student (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.PS.TER", "name": "World Bank: Government expenditures per tertiary student (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.PS.VOC", "name": "World Bank: Government expenditures per technical/vocational education student (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.RCT", "name": "World Bank: Recurrent expenditures from government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.SEC", "name": "World Bank: Share of secondary expenditures from public/government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.TER", "name": "World Bank: Share of total tertiary education expenditures (% from public sources)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.TOT", "name": "World Bank: Share of total education expenditure (% from public sources)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.TOT.CPL", "name": "World Bank: Share of total capital expenditure on education (% from public sources)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.TOT.USD", "name": "World Bank: Total Expenditures from Public/Government Sources (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.GOV.VOC", "name": "World Bank: Share of technical/vocational expenditures from public/government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH", "name": "World Bank: Household spending per student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.BAS", "name": "World Bank: Household spending per student, basic (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.JR", "name": "World Bank: Household spending per student, junior secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.LOC", "name": "World Bank: Total household spending on education (local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.P20.PRM", "name": "World Bank: Share of total Private/Household spending on primary education for poorest 20% of students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PER.SOR.HH.P20.SEC", "name": "World Bank: Share of total Private/Household spending on secondary education for poorest 20% of students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.P20.TER", "name": "World Bank: Share of total Private/Household spending on tertiary education for poorest 20% of students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.P40", "name": "World Bank: Private/Household spending on education, poorest 40% of students", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.PRM", "name": "World Bank: Household spending per student, primary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q1", "name": "World Bank: Private/Household spending on education, Quintile 1", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q1.PRM", "name": "World Bank: Share of total Private/Household spending on primary education for Quintile 1 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q1.SEC", "name": "World Bank: Share of total Private/Household spending on secondary education for Quintile 1 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q1.TER", "name": "World Bank: Share of total Private/Household spending on tertiary education for Quintile 1 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q2", "name": "World Bank: Private/Household spending on education, Quintile 2", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q2.PRM", "name": "World Bank: Share of total Private/Household spending on primary education for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q2.SEC", "name": "World Bank: Share of total Private/Household spending on secondary education for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q2.TER", "name": "World Bank: Share of total Private/Household spending on tertiary education for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q3", "name": "World Bank: Private/Household spending on education, Quintile 3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q3.PRM", "name": "World Bank: Share of total Private/Household spending on primary education for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q3.SEC", "name": "World Bank: Share of total Private/Household spending on secondary education for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q3.TER", "name": "World Bank: Share of total Private/Household spending on tertiary education for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q4", "name": "World Bank: Private/Household spending on education, Quintile 4", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q4.PRM", "name": "World Bank: Share of total Private/Household spending on primary education for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "PER.SOR.HH.Q4.TER", "name": "World Bank: Share of total Private/Household spending on tertiary education for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q5", "name": "World Bank: Private/Household spending on education, Quintile 5", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q5.PRM", "name": "World Bank: Share of total Private/Household spending on primary education for Quintile 5 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q5.SEC", "name": "World Bank: Share of total Private/Household spending on secondary education for Quintile 5 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.Q5.TER", "name": "World Bank: Share of total Private/Household spending on tertiary education for Quintile 5 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.R20.PRM", "name": "World Bank: Share of total Private/Household spending on primary education for richest 20% of students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.R20.SEC", "name": "World Bank: Share of total Private/Household spending on secondary education for richest 20% of students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.R20.TER", "name": "World Bank: Share of total Private/Household spending on tertiary education for richest 20% of students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.R40", "name": "World Bank: Private/Household spending on education, richest 40% of students", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.SEC", "name": "World Bank: Household spending per student, secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.SR", "name": "World Bank: Household spending per student, senior secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.TER", "name": "World Bank: Household spending per student, tertiary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.TOT", "name": "World Bank: Share of total education expenditure (% from parent/household contributions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.USD", "name": "World Bank: Total household spending on education (USD)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.USD.BAS", "name": "World Bank: Total household spending on education (USD), basic", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.USD.JR", "name": "World Bank: Total household spending on education (USD or local currency), junior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.USD.PP", "name": "World Bank: Total household spending on education (USD), pre-primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.USD.PRM", "name": "World Bank: Total household spending on education (USD or local currency), primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.USD.SEC", "name": "World Bank: Total household spending on education (USD or local currency), secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.USD.SR", "name": "World Bank: Total household spending on education (USD or local currency), senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.HH.USD.TER", "name": "World Bank: Total household spending on education (USD), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.BAS", "name": "World Bank: Share of basic education expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.CPL", "name": "World Bank: Share of total capital education expenditure from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.GDP", "name": "World Bank: Total education expenditures from international sources as a % of GDP", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.JR", "name": "World Bank: Share of junior secondary expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.OFF", "name": "World Bank: Off-budget international education spending, total (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.PP", "name": "World Bank: Share of pre-primary expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.PRM", "name": "World Bank: Share of primary expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.RCT", "name": "World Bank: Recurrent expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.SEC", "name": "World Bank: Share of secondary expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.SR", "name": "World Bank: Share of senior secondary expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.TER", "name": "World Bank: Share of tertiary expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.TOT", "name": "World Bank: Share of total education expenditure from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.USD", "name": "World Bank: Total education expenditures from international sources (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.ITL.VOC", "name": "World Bank: Share of technical/vocational expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PP.CTL", "name": "World Bank: Share of pre-primary education expenditures financed by central government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PP.DIST", "name": "World Bank: Share of pre-primary education expenditures financed by district/municipal government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PP.PROV", "name": "World Bank: Share of pre-primary education expenditures financed by provincial/state government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PRM.CTL", "name": "World Bank: Share of primary education expenditures financed by central government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PRM.DIST", "name": "World Bank: Share of primary education expenditures financed by district/municipal government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PRM.PROV", "name": "World Bank: Share of primary education expenditures financed by provincial/state government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PROV", "name": "World Bank: Share of total education expenditures financed by provincial/state government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PROV.REV", "name": "World Bank: Share of total provincial/state government expenditures for the education sector (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PRT.SEC", "name": "World Bank: Secondary share of total private spending on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.GDP", "name": "World Bank: Total private expenditure on education (% of GDP)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.GDP.PP", "name": "World Bank: Total private expenditure on pre-primary education (% of GDP)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.GDP.PRM", "name": "World Bank: Total private expenditure on primary education (% of GDP)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.GDP.SEC", "name": "World Bank: Total private expenditure on secondary education (% of GDP)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.GDP.TER", "name": "World Bank: Total private expenditure on tertiary education (% of GDP)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.JR", "name": "World Bank: Junior secondary share of total private spending on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PCT", "name": "World Bank: Share of household consumption for private expenditures on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PCT.PRM", "name": "World Bank: Share of household consumption for private expenditures on primary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PCT.Q1", "name": "World Bank: Share of Quintile 1 household consumption for private expenditures on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PCT.Q2", "name": "World Bank: Share of Quintile 2 household consumption for private expenditures on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PCT.Q3", "name": "World Bank: Share of Quintile 3 household consumption for private expenditures on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PCT.Q4", "name": "World Bank: Share of Quintile 4 household consumption for private expenditures on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PCT.Q5", "name": "World Bank: Share of Quintile 5 household consumption for private expenditures on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PCT.SEC", "name": "World Bank: Share of household consumption for private expenditures on secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PCT.TER", "name": "World Bank: Share of household consumption for private expenditures on tertiary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PP", "name": "World Bank: Pre-primary share of total private spending on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.PRM", "name": "World Bank: Primary share of total private spending on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.SR", "name": "World Bank: Senior secondary share of total private spending on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.TER", "name": "World Bank: Tertiary share of total private/household spending on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.TOT", "name": "World Bank: Share of total education expenditure (% from private sources)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.PVT.VOC", "name": "World Bank: Technical/Vocational share of total private/household spending on education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SEC.CTL", "name": "World Bank: Share of secondary education expenditures financed by central government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SEC.DIST", "name": "World Bank: Share of secondary education expenditures financed by district/municipal government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SEC.PROV", "name": "World Bank: Share of secondary education expenditures financed by provincial/state government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.BAS", "name": "World Bank: Share of subnational education expenditures, basic (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.CAP", "name": "World Bank: Share of subnational education expenditures for capital (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.CPL", "name": "World Bank: Subnational government share of education capital expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.PP", "name": "World Bank: Share of subnational education expenditures, pre-primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.PRM", "name": "World Bank: Share of subnational education expenditures, primary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.RCT", "name": "World Bank: Subnational government share of recurrent education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.RCT.SHARE", "name": "World Bank: Share of subnational education expenditures for recurrent expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.REV", "name": "World Bank: Share of total subnational government expenditures for the education sector (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.SAL", "name": "World Bank: Subnational government share of salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.SAL.SHARE", "name": "World Bank: Share of subnational education expenditures for salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.SEC", "name": "World Bank: Share of subnational education expenditures, secondary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.STAFF", "name": "World Bank: Share of total education staff employed at the subnational level (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.SUB.TER", "name": "World Bank: Share of subnational education expenditures, tertiary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PER.SOR.SUB.VOC", "name": "World Bank: Share of subnational education expenditures, technical/vocational (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.TER.CTL", "name": "World Bank: Share of tertiary education expenditures financed by central government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.TER.DIST", "name": "World Bank: Share of tertiary education expenditures financed by district/municipal government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.TER.PROV", "name": "World Bank: Share of tertiary education expenditures financed by provincial/state government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.TOT.CTL", "name": "World Bank: Share of total education revenues from central sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.TOT.SUB", "name": "World Bank: Share of total education revenues from subnational sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.VOC.CTL", "name": "World Bank: Share of vocational education expenditures financed by central government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.VOC.DIST", "name": "World Bank: Share of vocational education expenditures financed by district/municipal government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SOR.VOC.PROV", "name": "World Bank: Share of vocational education expenditures financed by provincial/state government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SP.ITL.SHARE", "name": "World Bank: Share of education expenditures from international sources for special education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SP.SAL", "name": "World Bank: Average annual salary for special education teachers (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SP.SOR.GOV", "name": "World Bank: Share of special education expenditures from government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SP.SOR.ITL", "name": "World Bank: Share of special education expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.ADMIN", "name": "World Bank: Share of senior secondary expenditures for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.CPL", "name": "World Bank: Capital share of senior secondary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.CPL.TOT", "name": "World Bank: Share of total capital education expenditure (%), senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.EFF.REP", "name": "World Bank: Repetition/Drop-out Inefficiency Cost, senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.EFF.REP.YEAR", "name": "World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.GS.RCT", "name": "World Bank: Share of senior secondary recurrent expenditures for goods and services (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.ITL.SHARE", "name": "World Bank: Share of education expenditures from international sources for senior secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.PCR", "name": "World Bank: Pupil/Classroom Ratio, senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.PPC", "name": "World Bank: Pupils/Class, senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.PS.GDP", "name": "World Bank: Public education expenditure per student (% of GDP per capita), senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.PS.NONSAL", "name": "World Bank: Per student non-salary spending, senior secondary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.PS.PRM", "name": "World Bank: Ratio of expenditures per student, senior secondary to primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.PS.RCT", "name": "World Bank: Recurrent expenditures per senior secondary student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.PS.USD", "name": "World Bank: Expenditures per student per year (in USD), senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.PSTF", "name": "World Bank: Pupil/Total Staff Ratio, senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.PTR", "name": "World Bank: Pupil/Teacher Ratio, senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.QLT.Q1", "name": "World Bank: Share of senior secondary education expenditures for Quintile 1 (poorest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.QLT.Q2", "name": "World Bank: Share of senior secondary education expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.QLT.Q3", "name": "World Bank: Share of senior secondary education expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.QLT.Q4", "name": "World Bank: Share of senior secondary education expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.QLT.Q5", "name": "World Bank: Share of senior secondary education expenditures for Quintile 5 (richest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.QTL.P40", "name": "World Bank: Share of education expenditures for the poorest 40% of students (%), Senior Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.QTL.R40", "name": "World Bank: Share of education expenditures for the richest 40% of students (%), Senior Secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.RCT", "name": "World Bank: Recurrent share of senior secondary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.RCT.TOT", "name": "World Bank: Share of total recurrent education expenditure (%), senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.SAL", "name": "World Bank: Salaries' share of senior secondary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.SAL.GDP", "name": "World Bank: Ratio of Teacher Salaries to per capita GDP, senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.SAL.RCT", "name": "World Bank: Share of recurrent education expenditures for senior secondary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.SAL.SHARE.RCT", "name": "World Bank: Salaries' share of senior secondary recurrent expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.SAL.TOT", "name": "World Bank: Share of total education expenditures for senior secondary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.SAL.USD", "name": "World Bank: Average Annual Teacher Salary in USD, senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.SOR.GOV", "name": "World Bank: Share of senior education expenditures from government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.TCH.HRS", "name": "World Bank: Average annual teaching load, senior secondary (hours of instruction per year)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.TEACH.SHARE", "name": "World Bank: Share of teachers for senior secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio, senior secondary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.TOT", "name": "World Bank: Share of total education expenditure for senior secondary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.TOTEXP", "name": "World Bank: Total expenditures on senior secondary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.TRANSFER.PS", "name": "World Bank: Per student transfer by central to subnational government, senior secondary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SR.TRANSFER.RCT", "name": "World Bank: Share of senior secondary recurrent expenditures for transfers (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SUB.DIST.CAP", "name": "World Bank: Share of district/municipal education expenditures for capital (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SUB.DIST.RCT", "name": "World Bank: Share of district/municipal education expenditures for recurrent (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SUB.DIST.SAL", "name": "World Bank: Share of district/municipal education expenditures for salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SUB.PROV.CAP", "name": "World Bank: Share of provincial/state education expenditures for capital (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SUB.PROV.RCT", "name": "World Bank: Share of provincial/state education expenditures for recurrent expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.SUB.PROV.SAL", "name": "World Bank: Share of provincial/state education expenditures for salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TEACH.RCT.PS", "name": "World Bank: Recurrent expenditures per teacher education student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TEACH.SAL.PS", "name": "World Bank: Salary expenditures per teacher education student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.ADMIN", "name": "World Bank: Share of tertiary expenditures for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.CPL", "name": "World Bank: Capital share of tertiary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.CPL.TOT", "name": "World Bank: Share of total capital education expenditure (%), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.EFF.REP", "name": "World Bank: Repetition/Drop-out Inefficiency Cost, tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.EFF.REP.YEAR", "name": "World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.EXE.CPL", "name": "World Bank: Capital education budget execution rate (%), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.EXE.RCT", "name": "World Bank: Recurrent education budget execution rate (%), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.EXE.SAL", "name": "World Bank: Salary execution rate (%), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.EXE.TOT", "name": "World Bank: Education budget execution rate, tertiary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.FIN.PS", "name": "World Bank: Average scholarship per student, tertiary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.FIN.STUDENTS", "name": "World Bank: Share of tertiary students who receive financial assistance/loans (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.GDP", "name": "World Bank: Share of GDP for education expenditures on tertiary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.GS.RCT", "name": "World Bank: Share of tertiary recurrent expenditures for goods and services (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.HH.BOARD", "name": "World Bank: Household spending per student on room/board for tertiary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.HH.TEXT", "name": "World Bank: Household spending per student on textbooks for tertiary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.HH.TRNSPT", "name": "World Bank: Household spending per student on transportation for tertiary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.HH.UNIF", "name": "World Bank: Household spending per student on uniforms/clothing for tertiary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.ITL.SHARE", "name": "World Bank: Share of education expenditures from international sources for tertiary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PCR", "name": "World Bank: Pupil/Classroom Ratio, tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PS.GDP", "name": "World Bank: Public education expenditure per student (% of GDP per capita), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PS.NONSAL", "name": "World Bank: Per student non-salary spending, tertiary education (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PS.PRM", "name": "World Bank: Ratio of expenditures per student, tertiary to primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PS.RCT.RATIO", "name": "World Bank: Ratio of tertiary per capita/per student recurrent expenditures relative to primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PS.TEXT", "name": "World Bank: Per student expenditure on teaching/learning materials, tertiary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PS.USD", "name": "World Bank: Expenditures per student per year (in USD), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PSTF", "name": "World Bank: Pupil/Total Staff Ratio, tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PTR", "name": "World Bank: Pupil/Teacher Ratio, tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PVT", "name": "World Bank: Share of tertiary institutions, privately managed (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.PVT.FEE", "name": "World Bank: Private institution fees, tertiary (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.QTL.NP", "name": "World Bank: Share of total tertiary education expenditures for non-poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.QTL.P40", "name": "World Bank: Share of education expenditures for the poorest 40% of students (%), Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.QTL.POOR", "name": "World Bank: Share of total tertiary education expenditures for poor students (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.QTL.Q1", "name": "World Bank: Share of tertiary education expenditures for Quintile 1 (poorest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.QTL.Q2", "name": "World Bank: Share of tertiary education expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.QTL.Q3", "name": "World Bank: Share of tertiary education expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.QTL.Q4", "name": "World Bank: Share of tertiary education expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.QTL.Q5", "name": "World Bank: Share of tertiary education expenditures for Quintile 5 (richest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.QTL.R40", "name": "World Bank: Share of education expenditures for the richest 40% of students (%), Tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.RCT", "name": "World Bank: Recurrent share of tertiary expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.RCT.GDP", "name": "World Bank: Tertiary recurrent expenditures as a share of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PER.TER.RCT.PS", "name": "World Bank: Recurrent expenditures per tertiary student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.RCT.TOT", "name": "World Bank: Share of total recurrent education expenditure (%), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.SAL", "name": "World Bank: Salaries' share of tertiary education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.SAL.GDP", "name": "World Bank: Ratio of Teacher Salaries to per capita GDP, tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.SAL.PS", "name": "World Bank: Salary expenditures per tertiary student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.SAL.RCT", "name": "World Bank: Share of recurrent education expenditures for tertiary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.SAL.SHARE", "name": "World Bank: Share of total salary expenditures for tertiary (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.SAL.SHARE.RCT", "name": "World Bank: Salaries' share of tertiary recurrent expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.SAL.TOT", "name": "World Bank: Share of total education expenditures for tertiary salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.SAL.USD", "name": "World Bank: Average Annual Teacher Salary (in USD or local currency), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.SHARE.PRIV", "name": "World Bank: Share of tertiary education expenditures for private institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.TEACH.SHARE", "name": "World Bank: Share of teachers for tertiary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.TEXT.RCT", "name": "World Bank: Share of tertiary recurrent expenditures for teaching/learning materials (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.TEXT.TOT", "name": "World Bank: Share of tertiary expenditures for teaching/learning materials (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio, tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.TOT", "name": "World Bank: Share of total education expenditure for tertiary education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.TOT.CPL", "name": "World Bank: Capital share of total education expenditure (%), tertiary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.TOTEXP", "name": "World Bank: Total expenditures on tertiary education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TER.TRANSFER.RCT", "name": "World Bank: Share of tertiary recurrent expenditures for transfers (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TEXT.TOT", "name": "World Bank: Textbooks, Total Expenditures in USD or local currency", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TOT.EFF.TOT", "name": "World Bank: Total Cost of Inefficiencies (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TT.CAP.SHARE", "name": "World Bank: Share of total capital education expenditures (%), teacher training", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TT.EXE.CAP", "name": "World Bank: Capital budget execution rate, Teacher Training (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TT.ITL.SHARE", "name": "World Bank: Share of education expenditures from international sources for teacher training education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TT.OA.UNQUAL", "name": "World Bank: Share of teachers who are uncertified (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TT.PRM.UNQUAL", "name": "World Bank: Share of primary teachers who are uncertified (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TT.PS.GDP", "name": "World Bank: Public education expenditure per student (% of GDP per capita), teacher training", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TT.PS.USD", "name": "World Bank: Expenditures per student per year in USD, teacher training", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TT.SEC.UNQUAL", "name": "World Bank: Share of secondary teachers who are uncertified (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TT.SOR.GOV", "name": "World Bank: Share of teacher education expenditures from government sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.TT.SOR.ITL", "name": "World Bank: Share of teacher education expenditures from international sources (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.URB.HH.SHARE", "name": "World Bank: Share of total household expenditures for education, urban areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.URB.HH.TOTSHARE", "name": "World Bank: Share of total household education expenditures from urban areas (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.ADMIN", "name": "World Bank: Share of technical/vocational expenditures for administration (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.CPL", "name": "World Bank: Capital share of technical/vocational expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.CPL.TOT", "name": "World Bank: Share of total capital education expenditure (%), technical/vocational", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.EXE.CPL", "name": "World Bank: Capital education budget execution rate (%), technical/vocational", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.EXE.RCT", "name": "World Bank: Recurrent education budget execution rate (%), technical/vocational", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.EXE.TOT", "name": "World Bank: Education budget execution rate, technical/vocational (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.FIN.RCT.PCT", "name": "World Bank: Share of recurrent technical/vocational expenditures for scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.FIN.STUDENTS", "name": "World Bank: Share of Technical/Vocational students who received scholarships (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.GDP", "name": "World Bank: Share of GDP for education expenditures on technical/vocational education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.GS.RCT", "name": "World Bank: Share of technical/vocational education recurrent expenditures for goods and services (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.HH.PS", "name": "World Bank: Household spending per student on technical/vocational education (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.PCR", "name": "World Bank: Pupil/Classroom Ratio, technical/vocational education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.PPC", "name": "World Bank: Pupils/Class, technical/vocational education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.PS.GDP", "name": "World Bank: Public education expenditure per student (% of GDP per capita), technical/vocational education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.PS.NONSAL", "name": "World Bank: Per student non-salary spending, technical/vocational education (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.PS.PRM", "name": "World Bank: Ratio of expenditures per student, technical/vocational to primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.PS.USD", "name": "World Bank: Expenditures per student per year (in USD/local currency), technical/vocational education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.PSTF", "name": "World Bank: Pupil/Total Staff Ratio, technical/vocational education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.PTR", "name": "World Bank: Pupil/Teacher Ratio, technical/vocational education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.PVT.FEE", "name": "World Bank: Private institution fees, technical/vocational (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.QTL.P40", "name": "World Bank: Share of education expenditures for the poorest 40% of students (%), Technical/Vocational", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.QTL.Q1", "name": "World Bank: Share of technical/vocational education expenditures for Quintile 1 (poorest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.QTL.Q2", "name": "World Bank: Share of technical/vocational education expenditures for Quintile 2 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.QTL.Q3", "name": "World Bank: Share of technical/vocational education expenditures for Quintile 3 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.QTL.Q4", "name": "World Bank: Share of technical/vocational education expenditures for Quintile 4 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.QTL.Q5", "name": "World Bank: Share of technical/vocational education expenditures for Quintile 5 (richest) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.QTL.R40", "name": "World Bank: Share of education expenditures for the richest 40% of students (%), Technical/Vocational", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.RCT", "name": "World Bank: Recurrent share of technical/vocational expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.RCT.PS", "name": "World Bank: Recurrent expenditures per technical/vocational student (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.RCT.TOT", "name": "World Bank: Share of total recurrent education expenditure (%), technical/vocational", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.SAL", "name": "World Bank: Salaries' share of technical/vocational education expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.SAL.RCT", "name": "World Bank: Share of recurrent education expenditures for technical/vocational salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.SAL.SHARE.RCT", "name": "World Bank: Salaries' share of technical/vocational recurrent expenditures (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.SAL.SHARE.TOT", "name": "World Bank: Share of total expenditures for technical/vocational salaries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.SAL.USDLOC", "name": "World Bank: Annual Teacher Salaries, technical/vocational education (in USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.TEACH.SHARE", "name": "World Bank: Share of teachers for technical/vocational education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.TNR", "name": "World Bank: Teaching/Non-Teaching Staff Ratio, technical/vocational education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.TOT", "name": "World Bank: Share of total education expenditure for technical/vocational education (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.TOT.CPL", "name": "World Bank: Capital share of total education expenditure (%), technical/vocational", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.TOTEXP", "name": "World Bank: Total expenditures on technical vocational education (USD or local currency)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PER.VOC.TRANSFER.RCT", "name": "World Bank: Share of technical/vocational education recurrent expenditures for transfers (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "per_allsp.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) -All Social Protection and Labor  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_pop_preT_tot", "name": "Adequacy of benefits (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_pop_rur", "name": "Adequacy of benefits (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_pop_tot", "name": "Adequacy of social protection and labor programs (% of total welfare of beneficiary households)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adequacy of social protection and labor programs (SPL) is measured by the total transfer amount received by the population participating in social insurance, social safety net, and unemployment benefits and active labor market programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_pop_urb", "name": "Adequacy of benefits (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) -All Social Protection and Labor  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_pop_preT_tot", "name": "Average per capita transfer -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_pop_rur", "name": "Average per capita transfer -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_pop_tot", "name": "Average per capita transfer -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_pop_urb", "name": "Average per capita transfer -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) -All Social Protection and Labor  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q1_tot", "name": "Benefit incidence of social protection and labor programs to poorest quintile (% of total SPL benefits)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Benefit incidence of social protection and labor programs (SPL) to poorest quintile shows the percentage of total social protection and labor programs benefits received by the poorest 20% of the population. Social protection and labor programs include social insurance, social safety nets, and unemployment benefits and active labor market programs. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) -All Social Protection and Labor  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cba_ep_tot", "name": "Benefit-cost ratio - All Social Protection and Labor -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in SPL programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cba_q1_rur", "name": "Benefit-cost ratio - All Social Protection and Labor -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in SPL programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cba_q1_tot", "name": "Benefit-cost ratio - All Social Protection and Labor -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in SPL programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cba_q1_urb", "name": "Benefit-cost ratio - All Social Protection and Labor - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in SPL programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) -All Social Protection and Labor  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_pop_preT_tot", "name": "Coverage (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_pop_rur", "name": "Coverage (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_pop_tot", "name": "Coverage of social protection and labor programs (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social protection and labor programs (SPL) shows the percentage of population participating in social insurance, social safety net, and unemployment benefits and active labor market programs. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_pop_urb", "name": "Coverage (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q2_rur", "name": "Coverage in 2nd quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q2_tot", "name": "Coverage in 2nd quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q2_urb", "name": "Coverage in 2nd quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q3_rur", "name": "Coverage in 3rd quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q3_tot", "name": "Coverage in 3rd quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q3_urb", "name": "Coverage in 3rd quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q4_rur", "name": "Coverage in 4th quintile (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q4_tot", "name": "Coverage in 4th quintile (%) -All Social Protection and Labor ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q4_urb", "name": "Coverage in 4th quintile (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) -All Social Protection and Labor (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) -All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) -All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) -All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_gini_rur", "name": "Gini inequality index reduction (%) - All Social Protection and Labor -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_gini_tot", "name": "Gini inequality index reduction (%) - All Social Protection and Labor", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_gini_urb", "name": "Gini inequality index reduction (%) - All Social Protection and Labor -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_p0_ep_tot", "name": "Poverty Headcount reduction (%) - All Social Protection and Labor -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_p0_rur", "name": "Poverty Headcount reduction (%) - All Social Protection and Labor -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_p0_tot", "name": "Poverty Headcount reduction (%) - All Social Protection and Labor -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_p0_urb", "name": "Poverty Headcount reduction (%) - All Social Protection and Labor - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_p1_ep_tot", "name": "Poverty Gap reduction (%) - All Social Protection and Labor -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_p1_rur", "name": "Poverty Gap reduction (%) - All Social Protection and Labor -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_p1_tot", "name": "Poverty Gap reduction (%) - All Social Protection and Labor -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_allsp_p1_urb", "name": "Poverty Gap reduction (%) - All Social Protection and Labor - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Active Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_pop_rur", "name": "Adequacy of benefits (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_pop_tot", "name": "Adequacy of benefits (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_pop_urb", "name": "Adequacy of benefits (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Active Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_pop_preT_tot", "name": "Average per capita transfer - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_pop_rur", "name": "Average per capita transfer - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_pop_tot", "name": "Average per capita transfer - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_pop_urb", "name": "Average per capita transfer - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Active Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
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{"id": "per_lm_ac.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cba_ep_tot", "name": "Benefit-cost ratio -  Active Labor Market  -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Active Labor Market programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cba_q1_rur", "name": "Benefit-cost ratio -  Active Labor Market  -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Active Labor Market programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cba_q1_tot", "name": "Benefit-cost ratio -  Active Labor Market  -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Active Labor Market programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cba_q1_urb", "name": "Benefit-cost ratio -  Active Labor Market  - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Active Labor Market programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Active Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_pop_preT_tot", "name": "Coverage (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_pop_rur", "name": "Coverage (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_pop_tot", "name": "Coverage (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_pop_urb", "name": "Coverage (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Active Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_gini_rur", "name": "Gini inequality index reduction (%) -  Active Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Active Labor Market programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_gini_tot", "name": "Gini inequality index reduction (%) -  Active Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Active Labor Market programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_gini_urb", "name": "Gini inequality index reduction (%) -  Active Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Active Labor Market programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Active Labor Market  -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Active Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_p0_rur", "name": "Poverty Headcount reduction (%) -  Active Labor Market  -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Active Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_p0_tot", "name": "Poverty Headcount reduction (%) -  Active Labor Market  -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Active Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_p0_urb", "name": "Poverty Headcount reduction (%) -  Active Labor Market  - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Active Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Active Labor Market  -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Active Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_p1_rur", "name": "Poverty Gap reduction (%) -  Active Labor Market  -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Active Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_p1_tot", "name": "Poverty Gap reduction (%) -  Active Labor Market  -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Active Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_ac_p1_urb", "name": "Poverty Gap reduction (%) -  Active Labor Market  - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Active Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - All Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_pop_rur", "name": "Adequacy of benefits (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_pop_tot", "name": "Adequacy of unemployment benefits and ALMP (% of total welfare of beneficiary households)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adequacy of unemployment benefits and active labor market programs (ALMP) is measured by the total transfer amount received by the population participating in unemployment benefits and active labor market programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Unemployment benefits and active labor market programs include unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_pop_urb", "name": "Adequacy of benefits (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - All Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_pop_preT_tot", "name": "Average per capita transfer - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_pop_rur", "name": "Average per capita transfer - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_pop_tot", "name": "Average per capita transfer - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_pop_urb", "name": "Average per capita transfer - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - All Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q1_tot", "name": "Benefit incidence of unemployment benefits and ALMP to poorest quintile (% of total U/ALMP benefits)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Benefit incidence of unemployment benefits and active labor market programs (ALMP) to poorest quintile shows the percentage of total unemployment and active labor market programs benefits received by the poorest 20% of the population. Unemployment benefits and active labor market programs include unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - All Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - All Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cba_ep_tot", "name": "Benefit-cost ratio -  All Labor Market  -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Labor Market programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cba_q1_rur", "name": "Benefit-cost ratio -  All Labor Market  -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Labor Market programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cba_q1_tot", "name": "Benefit-cost ratio -  All Labor Market  -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Labor Market programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cba_q1_urb", "name": "Benefit-cost ratio -  All Labor Market  - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Labor Market programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - All Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_pop_preT_tot", "name": "Coverage (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_pop_rur", "name": "Coverage (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_pop_tot", "name": "Coverage of unemployment benefits and ALMP (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_pop_urb", "name": "Coverage (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q1_tot", "name": "Coverage of unemployment benefits and ALMP in poorest quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q2_tot", "name": "Coverage of unemployment benefits and ALMP in 2nd quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q3_tot", "name": "Coverage of unemployment benefits and ALMP in 3rd quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q4_rur", "name": "Coverage in 4th quintile (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q4_tot", "name": "Coverage of unemployment benefits and ALMP in 4th quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q4_urb", "name": "Coverage in 4th quintile (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - All Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q5_tot", "name": "Coverage of unemployment benefits and ALMP in richest quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_gini_rur", "name": "Gini inequality index reduction (%) -  All Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Labor Market programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_gini_tot", "name": "Gini inequality index reduction (%) -  All Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Labor Market programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_gini_urb", "name": "Gini inequality index reduction (%) -  All Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Labor Market programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  All Labor Market  -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_p0_rur", "name": "Poverty Headcount reduction (%) -  All Labor Market  -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_p0_tot", "name": "Poverty Headcount reduction (%) -  All Labor Market  -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_p0_urb", "name": "Poverty Headcount reduction (%) -  All Labor Market  - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_p1_ep_tot", "name": "Poverty Gap reduction (%) -  All Labor Market  -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_p1_rur", "name": "Poverty Gap reduction (%) -  All Labor Market  -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_p1_tot", "name": "Poverty Gap reduction (%) -  All Labor Market  -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_alllm_p1_urb", "name": "Poverty Gap reduction (%) -  All Labor Market  - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lm_pa.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Passive Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_pop_rur", "name": "Adequacy of benefits (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_pop_tot", "name": "Adequacy of benefits (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_pop_urb", "name": "Adequacy of benefits (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_lm_pa.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Passive Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_pop_preT_tot", "name": "Average per capita transfer - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_pop_rur", "name": "Average per capita transfer - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_pop_tot", "name": "Average per capita transfer - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_pop_urb", "name": "Average per capita transfer - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Passive Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Passive Labor Market  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
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{"id": "per_lm_pa.cov_pop_rur", "name": "Coverage (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
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{"id": "per_lm_pa.cov_pop_urb", "name": "Coverage (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
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{"id": "per_lm_pa.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
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{"id": "per_lm_pa.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_lm_pa.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Passive Labor Market ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Passive Labor Market (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_gini_rur", "name": "Gini inequality index reduction (%) -  Passive Labor Market -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Passive Labor Market programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_gini_tot", "name": "Gini inequality index reduction (%) -  Passive Labor Market", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Passive Labor Market programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_gini_urb", "name": "Gini inequality index reduction (%) -  Passive Labor Market -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Passive Labor Market programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Passive Labor Market  -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Passive Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_p0_rur", "name": "Poverty Headcount reduction (%) -  Passive Labor Market  -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Passive Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_p0_tot", "name": "Poverty Headcount reduction (%) -  Passive Labor Market  -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Passive Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_p0_urb", "name": "Poverty Headcount reduction (%) -  Passive Labor Market  - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Passive Labor Market programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Passive Labor Market  -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Passive Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_p1_rur", "name": "Poverty Gap reduction (%) -  Passive Labor Market  -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Passive Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_p1_tot", "name": "Poverty Gap reduction (%) -  Passive Labor Market  -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Passive Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_lm_pa_p1_urb", "name": "Poverty Gap reduction (%) -  Passive Labor Market  - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Passive Labor Market programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
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{"id": "per_lmonl.overlap_ep_tot", "name": "Population in extreme poor (<$2.15 a day) only receiving Labor Market (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lmonl.overlap_pop_rur", "name": "Population only receiving Labor Market (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lmonl.overlap_pop_tot", "name": "Population only receiving Labor Market (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lmonl.overlap_pop_urb", "name": "Population only receiving Labor Market (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lmonl.overlap_q1_preT_tot", "name": "Population in the 1st quintile (poorest) only receiving Labor Market (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lmonl.overlap_q1_rur", "name": "Population in the 1st quintile (poorest) only receiving Labor Market (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lmonl.overlap_q1_tot", "name": "Population in the 1st quintile (poorest) only receiving Labor Market (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_lmonl.overlap_q1_urb", "name": "Population in the 1st quintile (poorest) only receiving Labor Market (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
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{"id": "per_nprog.overlap_ep_tot", "name": "Population in extreme poor (<$2.15 a day) not receiving Social Protection (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population not receiving Social Protection programs", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_nprog.overlap_pop_rur", "name": "Population not receiving Social Protection (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population not receiving Social Protection programs", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
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{"id": "per_nprog.overlap_q1_preT_tot", "name": "Population in the 1st quintile (poorest) not receiving Social Protection (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population not receiving Social Protection programs", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_nprog.overlap_q1_rur", "name": "Population in the 1st quintile (poorest) not receiving Social Protection (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population not receiving Social Protection programs", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_nprog.overlap_q1_tot", "name": "Population in the 1st quintile (poorest) not receiving Social Protection (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population not receiving Social Protection programs", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_nprog.overlap_q1_urb", "name": "Population in the 1st quintile (poorest) not receiving Social Protection (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population not receiving Social Protection programs", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
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{"id": "per_numprog1_ep_tot", "name": "Population in extreme poor (<$2.15 a day) receiving only 1 program (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving receiving only 1 SPL program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog1_pop_rur", "name": "Population receiving only 1 program (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving receiving only 1 SPL program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog1_pop_tot", "name": "Population receiving only 1 program (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving receiving only 1 SPL program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog1_pop_urb", "name": "Population receiving only 1 program (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving receiving only 1 SPL program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog1_q1_preT_tot", "name": "Population in the 1st quintile (poorest) receiving 1 program (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 1 SPL program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog1_q1_rur", "name": "Population in the 1st quintile (poorest) receiving 1 program (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 1 SPL program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog1_q1_tot", "name": "Population in the 1st quintile (poorest) receiving 1 program (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 1 SPL program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog1_q1_urb", "name": "Population in the 1st quintile (poorest) receiving 1 program (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 1 SPL program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog2_ep_preT_tot", "name": "Population in extreme poor (<$2.15 a day) receiving 2 programs (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog2_ep_tot", "name": "Population in extreme poor (<$2.15 a day) receiving 2 programs (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog2_pop_rur", "name": "Population receiving 2 programs (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog2_pop_tot", "name": "Population receiving 2 programs (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog2_pop_urb", "name": "Population receiving 2 programs (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog2_q1_preT_tot", "name": "Population in the 1st quintile (poorest) receiving 2 programs (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog2_q1_rur", "name": "Population in the 1st quintile (poorest) receiving 2 programs (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog2_q1_tot", "name": "Population in the 1st quintile (poorest) receiving 2 programs (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog2_q1_urb", "name": "Population in the 1st quintile (poorest) receiving 2 programs (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog3_ep_preT_tot", "name": "Population in extreme poor (<$2.15 a day) receiving 3 programs (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog3_ep_tot", "name": "Population in extreme poor (<$2.15 a day) receiving 3 programs (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog3_pop_rur", "name": "Population receiving 3 programs (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog3_pop_tot", "name": "Population receiving 3 programs (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog3_pop_urb", "name": "Population receiving 3 programs (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog3_q1_preT_tot", "name": "Population in the 1st quintile (poorest) receiving 3 programs (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog3_q1_rur", "name": "Population in the 1st quintile (poorest) receiving 3 programs (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog3_q1_tot", "name": "Population in the 1st quintile (poorest) receiving 3 programs (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog3_q1_urb", "name": "Population in the 1st quintile (poorest) receiving 3 programs (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog4_ep_preT_tot", "name": "Population in extreme poor (<$2.15 a day) receiving 4 or more programs (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog4_ep_tot", "name": "Population in extreme poor (<$2.15 a day) receiving 4 or more programs (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog4_pop_rur", "name": "Population receiving 4 or more programs (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog4_pop_tot", "name": "Population receiving 4 or more programs (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog4_pop_urb", "name": "Population receiving 4 or more programs (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog4_q1_preT_tot", "name": "Population in the 1st quintile (poorest) receiving 4 or more programs (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog4_q1_rur", "name": "Population in the 1st quintile (poorest) receiving 4 or more programs (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog4_q1_tot", "name": "Population in the 1st quintile (poorest) receiving 4 or more programs (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_numprog4_q1_urb", "name": "Population in the 1st quintile (poorest) receiving 4 or more programs (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_allpr.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_pop_rur", "name": "Adequacy of benefits (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_pop_tot", "name": "Adequacy of benefits (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_pop_urb", "name": "Adequacy of benefits (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_pr_allpr.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_pop_preT_tot", "name": "Average per capita transfer - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_pop_rur", "name": "Average per capita transfer - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_pop_tot", "name": "Average per capita transfer - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_pop_urb", "name": "Average per capita transfer - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cba_ep_tot", "name": "Benefit-cost ratio -  All Private Transfers -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cba_q1_rur", "name": "Benefit-cost ratio -  All Private Transfers -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cba_q1_tot", "name": "Benefit-cost ratio -  All Private Transfers -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cba_q1_urb", "name": "Benefit-cost ratio -  All Private Transfers - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_pop_preT_tot", "name": "Coverage (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_pop_rur", "name": "Coverage (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_pop_tot", "name": "Coverage (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_pop_urb", "name": "Coverage (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q4_rur", "name": "Coverage in 4th quintile (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q4_tot", "name": "Coverage in 4th quintile (%) - All Private Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q4_urb", "name": "Coverage in 4th quintile (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - All Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_pr_allpr.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_gini_rur", "name": "Gini inequality index reduction (%) -  All Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Private Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_gini_tot", "name": "Gini inequality index reduction (%) -  All Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Private Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_gini_urb", "name": "Gini inequality index reduction (%) -  All Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Private Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  All Private Transfers -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_p0_rur", "name": "Poverty Headcount reduction (%) -  All Private Transfers -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_p0_tot", "name": "Poverty Headcount reduction (%) -  All Private Transfers -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_p0_urb", "name": "Poverty Headcount reduction (%) -  All Private Transfers - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_p1_ep_tot", "name": "Poverty Gap reduction (%) -  All Private Transfers -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_p1_rur", "name": "Poverty Gap reduction (%) -  All Private Transfers -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_p1_tot", "name": "Poverty Gap reduction (%) -  All Private Transfers -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_allpr_p1_urb", "name": "Poverty Gap reduction (%) -  All Private Transfers - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_pr_dp.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_pop_rur", "name": "Adequacy of benefits (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_pop_tot", "name": "Adequacy of benefits (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_pop_urb", "name": "Adequacy of benefits (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_pop_preT_tot", "name": "Average per capita transfer - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_pop_rur", "name": "Average per capita transfer - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_pop_tot", "name": "Average per capita transfer - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_pop_urb", "name": "Average per capita transfer - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cba_ep_tot", "name": "Benefit-cost ratio -  Domestic Private Transfers -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Domestic Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cba_q1_rur", "name": "Benefit-cost ratio -  Domestic Private Transfers -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Domestic Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cba_q1_tot", "name": "Benefit-cost ratio -  Domestic Private Transfers -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Domestic Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cba_q1_urb", "name": "Benefit-cost ratio -  Domestic Private Transfers - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Domestic Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_pop_preT_tot", "name": "Coverage (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_pop_rur", "name": "Coverage (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_pop_tot", "name": "Coverage (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_pop_urb", "name": "Coverage (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Domestic Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_gini_rur", "name": "Gini inequality index reduction (%) -  Domestic Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Domestic Private Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_gini_tot", "name": "Gini inequality index reduction (%) -  Domestic Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Domestic Private Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_gini_urb", "name": "Gini inequality index reduction (%) -  Domestic Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Domestic Private Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Domestic Private Transfers -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Domestic Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_p0_rur", "name": "Poverty Headcount reduction (%) -  Domestic Private Transfers -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Domestic Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_p0_tot", "name": "Poverty Headcount reduction (%) -  Domestic Private Transfers -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Domestic Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_p0_urb", "name": "Poverty Headcount reduction (%) -  Domestic Private Transfers - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Domestic Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Domestic Private Transfers -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Domestic Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_p1_rur", "name": "Poverty Gap reduction (%) -  Domestic Private Transfers -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Domestic Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_p1_tot", "name": "Poverty Gap reduction (%) -  Domestic Private Transfers -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Domestic Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_dp_p1_urb", "name": "Poverty Gap reduction (%) -  Domestic Private Transfers - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Domestic Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_pop_rur", "name": "Adequacy of benefits (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_pop_tot", "name": "Adequacy of benefits (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_pop_urb", "name": "Adequacy of benefits (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_pop_preT_tot", "name": "Average per capita transfer - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_pop_rur", "name": "Average per capita transfer - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_pop_tot", "name": "Average per capita transfer - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_pop_urb", "name": "Average per capita transfer - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cba_ep_tot", "name": "Benefit-cost ratio -  International Private Transfers -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in International Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cba_q1_rur", "name": "Benefit-cost ratio -  International Private Transfers -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in International Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cba_q1_tot", "name": "Benefit-cost ratio -  International Private Transfers -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in International Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cba_q1_urb", "name": "Benefit-cost ratio -  International Private Transfers - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in International Private Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_pop_preT_tot", "name": "Coverage (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_pop_rur", "name": "Coverage (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_pop_tot", "name": "Coverage (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_pop_urb", "name": "Coverage (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q4_rur", "name": "Coverage in 4th quintile (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q4_tot", "name": "Coverage in 4th quintile (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q4_urb", "name": "Coverage in 4th quintile (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - International Private Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_gini_rur", "name": "Gini inequality index reduction (%) -  International Private Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to International Private Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_gini_tot", "name": "Gini inequality index reduction (%) -  International Private Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to International Private Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_gini_urb", "name": "Gini inequality index reduction (%) -  International Private Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to International Private Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  International Private Transfers -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to International Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_p0_rur", "name": "Poverty Headcount reduction (%) -  International Private Transfers -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to International Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_p0_tot", "name": "Poverty Headcount reduction (%) -  International Private Transfers -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to International Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_p0_urb", "name": "Poverty Headcount reduction (%) -  International Private Transfers - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to International Private Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_p1_ep_tot", "name": "Poverty Gap reduction (%) -  International Private Transfers -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to International Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_p1_rur", "name": "Poverty Gap reduction (%) -  International Private Transfers -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to International Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_p1_tot", "name": "Poverty Gap reduction (%) -  International Private Transfers -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to International Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_pr_ip_p1_urb", "name": "Poverty Gap reduction (%) -  International Private Transfers - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to International Private Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - All Social Assistance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_pop_rur", "name": "Adequacy of benefits (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_pop_tot", "name": "Adequacy of social safety net programs (% of total welfare of beneficiary households)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adequacy of social safety net programs is measured by the total transfer amount received by the population participating in social safety net programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Social safety net programs include cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_pop_urb", "name": "Adequacy of benefits (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - All Social Assistance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_pop_preT_tot", "name": "Average per capita transfer - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_pop_rur", "name": "Average per capita transfer - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_pop_tot", "name": "Average per capita transfer - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_pop_urb", "name": "Average per capita transfer - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - All Social Assistance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q1_tot", "name": "Benefit incidence of social safety net programs to poorest quintile (% of total safety net benefits)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Benefit incidence of social safety net programs to poorest quintile shows the percentage of total social safety net benefits received by the poorest 20% of the population. Social safety net programs include cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - All Social Assistance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - All Social Assistance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cba_ep_tot", "name": "Benefit-cost ratio -  All Social Assistance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Assistance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cba_q1_rur", "name": "Benefit-cost ratio -  All Social Assistance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Assistance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cba_q1_tot", "name": "Benefit-cost ratio -  All Social Assistance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Assistance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cba_q1_urb", "name": "Benefit-cost ratio -  All Social Assistance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Assistance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - All Social Assistance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_pop_preT_tot", "name": "Coverage (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_pop_rur", "name": "Coverage (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_pop_tot", "name": "Coverage of social safety net programs (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_pop_urb", "name": "Coverage (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q1_tot", "name": "Coverage of social safety net programs in poorest quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q2_tot", "name": "Coverage of social safety net programs in 2nd quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q3_tot", "name": "Coverage of social safety net programs in 3rd quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q4_rur", "name": "Coverage in 4th quintile (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q4_tot", "name": "Coverage of social safety net programs in 4th quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q4_urb", "name": "Coverage in 4th quintile (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - All Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q5_tot", "name": "Coverage of social safety net programs in richest quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_gini_rur", "name": "Gini inequality index reduction (%) -  All Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Social Assistance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_gini_tot", "name": "Gini inequality index reduction (%) -  All Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Social Assistance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_gini_urb", "name": "Gini inequality index reduction (%) -  All Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Social Assistance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  All Social Assistance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Assistance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_p0_rur", "name": "Poverty Headcount reduction (%) -  All Social Assistance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Assistance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_p0_tot", "name": "Poverty Headcount reduction (%) -  All Social Assistance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Assistance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_p0_urb", "name": "Poverty Headcount reduction (%) -  All Social Assistance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Assistance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_p1_ep_tot", "name": "Poverty Gap reduction (%) -  All Social Assistance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Assistance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_p1_rur", "name": "Poverty Gap reduction (%) -  All Social Assistance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Assistance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_p1_tot", "name": "Poverty Gap reduction (%) -  All Social Assistance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Assistance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_allsa_p1_urb", "name": "Poverty Gap reduction (%) -  All Social Assistance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Assistance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_cc.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_pop_rur", "name": "Adequacy of benefits (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_pop_tot", "name": "Adequacy of benefits (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_pop_urb", "name": "Adequacy of benefits (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_pop_preT_tot", "name": "Average per capita transfer - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_pop_rur", "name": "Average per capita transfer - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_pop_tot", "name": "Average per capita transfer - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_pop_urb", "name": "Average per capita transfer - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_sa_cc.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cba_ep_tot", "name": "Benefit-cost ratio -  Conditional Cash Transfer -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Conditional Cash Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cba_q1_rur", "name": "Benefit-cost ratio -  Conditional Cash Transfer -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Conditional Cash Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cba_q1_tot", "name": "Benefit-cost ratio -  Conditional Cash Transfer -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Conditional Cash Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cba_q1_urb", "name": "Benefit-cost ratio -  Conditional Cash Transfer - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Conditional Cash Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_pop_preT_tot", "name": "Coverage (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_pop_rur", "name": "Coverage (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_pop_tot", "name": "Coverage (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_pop_urb", "name": "Coverage (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Conditional Cash Transfers  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Conditional Cash Transfers (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Conditional Cash Transfers -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Conditional Cash Transfers", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Conditional Cash Transfers -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_gini_rur", "name": "Gini inequality index reduction (%) -  Conditional Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Conditional Cash Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_gini_tot", "name": "Gini inequality index reduction (%) -  Conditional Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Conditional Cash Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_gini_urb", "name": "Gini inequality index reduction (%) -  Conditional Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Conditional Cash Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Conditional Cash Transfer -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_p0_rur", "name": "Poverty Headcount reduction (%) -  Conditional Cash Transfer -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_p0_tot", "name": "Poverty Headcount reduction (%) -  Conditional Cash Transfer -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_p0_urb", "name": "Poverty Headcount reduction (%) -  Conditional Cash Transfer - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Conditional Cash Transfer -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_p1_rur", "name": "Poverty Gap reduction (%) -  Conditional Cash Transfer -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_p1_tot", "name": "Poverty Gap reduction (%) -  Conditional Cash Transfer -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_cc_p1_urb", "name": "Poverty Gap reduction (%) -  Conditional Cash Transfer - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_ct.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Cash Transfer  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_pop_rur", "name": "Adequacy of benefits (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_pop_tot", "name": "Adequacy of benefits (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_pop_urb", "name": "Adequacy of benefits (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Cash Transfer  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_pop_preT_tot", "name": "Average per capita transfer - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_pop_rur", "name": "Average per capita transfer - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_pop_tot", "name": "Average per capita transfer - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_pop_urb", "name": "Average per capita transfer - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Cash Transfer  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Cash Transfer  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cba_ep_tot", "name": "Benefit-cost ratio -  Cash Transfer -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Cash Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cba_q1_rur", "name": "Benefit-cost ratio -  Cash Transfer -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Cash Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cba_q1_tot", "name": "Benefit-cost ratio -  Cash Transfer -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Cash Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cba_q1_urb", "name": "Benefit-cost ratio -  Cash Transfer - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Cash Transfers programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Cash Transfer  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_pop_preT_tot", "name": "Coverage (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_pop_rur", "name": "Coverage (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_pop_tot", "name": "Coverage (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_pop_urb", "name": "Coverage (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Cash Transfer ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Cash Transfer (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_gini_rur", "name": "Gini inequality index reduction (%) -  Cash Transfer -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Cash Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_gini_tot", "name": "Gini inequality index reduction (%) -  Cash Transfer", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Cash Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_gini_urb", "name": "Gini inequality index reduction (%) -  Cash Transfer -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Cash Transfers programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Cash Transfer -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Cash Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_p0_rur", "name": "Poverty Headcount reduction (%) -  Cash Transfer -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Cash Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_p0_tot", "name": "Poverty Headcount reduction (%) -  Cash Transfer -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Cash Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_p0_urb", "name": "Poverty Headcount reduction (%) -  Cash Transfer - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Cash Transfers programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Cash Transfer -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Cash Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_p1_rur", "name": "Poverty Gap reduction (%) -  Cash Transfer -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Cash Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_p1_tot", "name": "Poverty Gap reduction (%) -  Cash Transfer -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Cash Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ct_p1_urb", "name": "Poverty Gap reduction (%) -  Cash Transfer - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Cash Transfers programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_fw.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_sa_fw.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_pop_rur", "name": "Adequacy of benefits (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_pop_tot", "name": "Adequacy of benefits (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_pop_urb", "name": "Adequacy of benefits (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_pop_preT_tot", "name": "Average per capita transfer - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_pop_rur", "name": "Average per capita transfer - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_pop_tot", "name": "Average per capita transfer - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_pop_urb", "name": "Average per capita transfer - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cba_ep_tot", "name": "Benefit-cost ratio -  Subsidies -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Fee waivers and targeted subsidies programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cba_q1_rur", "name": "Benefit-cost ratio -  Subsidies -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Fee waivers and targeted subsidies programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cba_q1_tot", "name": "Benefit-cost ratio -  Subsidies -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Fee waivers and targeted subsidies programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cba_q1_urb", "name": "Benefit-cost ratio -  Subsidies - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Fee waivers and targeted subsidies programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_sa_fw.cov_pop_preT_tot", "name": "Coverage (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_pop_rur", "name": "Coverage (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_pop_tot", "name": "Coverage (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_pop_urb", "name": "Coverage (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Subsidies  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Subsidies (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_gini_rur", "name": "Gini inequality index reduction (%) -  Subsidies -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_gini_tot", "name": "Gini inequality index reduction (%) -  Subsidies", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_gini_urb", "name": "Gini inequality index reduction (%) -  Subsidies -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Subsidies -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_p0_rur", "name": "Poverty Headcount reduction (%) -  Subsidies -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_p0_tot", "name": "Poverty Headcount reduction (%) -  Subsidies -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_p0_urb", "name": "Poverty Headcount reduction (%) -  Subsidies - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Subsidies -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_p1_rur", "name": "Poverty Gap reduction (%) -  Subsidies -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_p1_tot", "name": "Poverty Gap reduction (%) -  Subsidies -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_fw_p1_urb", "name": "Poverty Gap reduction (%) -  Subsidies - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_ik.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_pop_rur", "name": "Adequacy of benefits (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_pop_tot", "name": "Adequacy of benefits (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_pop_urb", "name": "Adequacy of benefits (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_pop_preT_tot", "name": "Average per capita transfer - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_pop_rur", "name": "Average per capita transfer - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_pop_tot", "name": "Average per capita transfer - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_pop_urb", "name": "Average per capita transfer - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cba_ep_tot", "name": "Benefit-cost ratio -  In-Kind -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in In-Kind programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
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{"id": "per_sa_ik.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
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{"id": "per_sa_ik.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q4_rur", "name": "Coverage in 4th quintile (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q4_tot", "name": "Coverage in 4th quintile (%) - In-Kind  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q4_urb", "name": "Coverage in 4th quintile (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - In-Kind (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_gini_rur", "name": "Gini inequality index reduction (%) -  In-Kind -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to In-Kind programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_gini_tot", "name": "Gini inequality index reduction (%) -  In-Kind", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to In-Kind programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_gini_urb", "name": "Gini inequality index reduction (%) -  In-Kind -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to In-Kind programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  In-Kind -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to In-Kind programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_p0_rur", "name": "Poverty Headcount reduction (%) -  In-Kind -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to In-Kind programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_p0_tot", "name": "Poverty Headcount reduction (%) -  In-Kind -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to In-Kind programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_p0_urb", "name": "Poverty Headcount reduction (%) -  In-Kind - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to In-Kind programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_p1_ep_tot", "name": "Poverty Gap reduction (%) -  In-Kind -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to In-Kind programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_p1_rur", "name": "Poverty Gap reduction (%) -  In-Kind -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to In-Kind programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_p1_tot", "name": "Poverty Gap reduction (%) -  In-Kind -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to In-Kind programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_ik_p1_urb", "name": "Poverty Gap reduction (%) -  In-Kind - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to In-Kind programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
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{"id": "per_sa_os.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
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{"id": "per_sa_os.adq_pop_rur", "name": "Adequacy of benefits (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
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{"id": "per_sa_os.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_sa_os.avt_pop_preT_tot", "name": "Average per capita transfer - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_pop_rur", "name": "Average per capita transfer - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_pop_tot", "name": "Average per capita transfer - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_pop_urb", "name": "Average per capita transfer - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cba_ep_tot", "name": "Benefit-cost ratio -  Other Social Assistance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Other Social Assistance programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cba_q1_rur", "name": "Benefit-cost ratio -  Other Social Assistance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Other Social Assistance programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cba_q1_tot", "name": "Benefit-cost ratio -  Other Social Assistance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Other Social Assistance programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cba_q1_urb", "name": "Benefit-cost ratio -  Other Social Assistance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Other Social Assistance programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_pop_preT_tot", "name": "Coverage (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_pop_rur", "name": "Coverage (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_pop_tot", "name": "Coverage (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_pop_urb", "name": "Coverage (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Other Social Assistance  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Other Social Assistance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os_gini_rur", "name": "Gini inequality index reduction (%) -  Other Social Assistance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Other Social Assistance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os_gini_tot", "name": "Gini inequality index reduction (%) -  Other Social Assistance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Other Social Assistance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_sa_os_gini_urb", "name": "Gini inequality index reduction (%) -  Other Social Assistance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Other Social Assistance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Other Social Assistance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Other Social Assistance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os_p0_rur", "name": "Poverty Headcount reduction (%) -  Other Social Assistance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Other Social Assistance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os_p0_tot", "name": "Poverty Headcount reduction (%) -  Other Social Assistance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Other Social Assistance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os_p0_urb", "name": "Poverty Headcount reduction (%) -  Other Social Assistance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Other Social Assistance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Other Social Assistance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Other Social Assistance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os_p1_rur", "name": "Poverty Gap reduction (%) -  Other Social Assistance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Other Social Assistance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os_p1_tot", "name": "Poverty Gap reduction (%) -  Other Social Assistance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Other Social Assistance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_os_p1_urb", "name": "Poverty Gap reduction (%) -  Other Social Assistance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Other Social Assistance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_sa_pw.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_pop_rur", "name": "Adequacy of benefits (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_pop_tot", "name": "Adequacy of benefits (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_pop_urb", "name": "Adequacy of benefits (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_pop_preT_tot", "name": "Average per capita transfer - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_pop_rur", "name": "Average per capita transfer - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_pop_tot", "name": "Average per capita transfer - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_pop_urb", "name": "Average per capita transfer - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cba_ep_tot", "name": "Benefit-cost ratio -  Public Works -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Public Works programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cba_q1_rur", "name": "Benefit-cost ratio -  Public Works -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Public Works programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cba_q1_tot", "name": "Benefit-cost ratio -  Public Works -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Public Works programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cba_q1_urb", "name": "Benefit-cost ratio -  Public Works - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Public Works programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_pop_preT_tot", "name": "Coverage (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_pop_rur", "name": "Coverage (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_pop_tot", "name": "Coverage (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_pop_urb", "name": "Coverage (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Public Works (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_gini_rur", "name": "Gini inequality index reduction (%) -  Public Works -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Public Works programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_gini_tot", "name": "Gini inequality index reduction (%) -  Public Works", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Public Works programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_gini_urb", "name": "Gini inequality index reduction (%) -  Public Works -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Public Works programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Public Works -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Public Works programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_p0_rur", "name": "Poverty Headcount reduction (%) -  Public Works -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Public Works programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_p0_tot", "name": "Poverty Headcount reduction (%) -  Public Works -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Public Works programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_p0_urb", "name": "Poverty Headcount reduction (%) -  Public Works - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Public Works programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Public Works -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Public Works programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_p1_rur", "name": "Poverty Gap reduction (%) -  Public Works -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Public Works programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_p1_tot", "name": "Poverty Gap reduction (%) -  Public Works -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Public Works programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_pw_p1_urb", "name": "Poverty Gap reduction (%) -  Public Works - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Public Works programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - School Feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_pop_rur", "name": "Adequacy of benefits (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_pop_tot", "name": "Adequacy of benefits (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_pop_urb", "name": "Adequacy of benefits (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - School feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - School feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - School feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - School feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - School feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - School feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - School feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - School feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - School Feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_pop_preT_tot", "name": "Average per capita transfer - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_pop_rur", "name": "Average per capita transfer - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_pop_tot", "name": "Average per capita transfer - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_pop_urb", "name": "Average per capita transfer - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - School feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - School feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - School feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - School feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - School feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - School feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - School feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - School feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - School Feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - School feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - School feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - School feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - School feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - School feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - School feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - School feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - School feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - School Feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - School feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - School feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - School feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - School feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - School feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - School feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - School feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - School feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cba_ep_tot", "name": "Benefit-cost ratio -  School-feeding -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in School Feeding programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cba_q1_rur", "name": "Benefit-cost ratio -  School-feeding -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in School Feeding programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cba_q1_tot", "name": "Benefit-cost ratio -  School-feeding -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in School Feeding programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cba_q1_urb", "name": "Benefit-cost ratio -  School-feeding - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in School Feeding programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - School Feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_pop_preT_tot", "name": "Coverage (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_pop_rur", "name": "Coverage (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_pop_tot", "name": "Coverage (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_pop_urb", "name": "Coverage (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - School feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - School feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - School feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - School feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - School Feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q4_rur", "name": "Coverage in 4th quintile (%) - School Feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q4_tot", "name": "Coverage in 4th quintile (%) - School Feeding  ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q4_urb", "name": "Coverage in 4th quintile (%) - School Feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - School feeding (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - School feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - School feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - School feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_gini_rur", "name": "Gini inequality index reduction (%) -  School-feeding -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to School Feeding programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_gini_tot", "name": "Gini inequality index reduction (%) -  School-feeding", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to School Feeding programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_gini_urb", "name": "Gini inequality index reduction (%) -  School-feeding -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to School Feeding programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  School-feeding -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to School Feeding programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_p0_rur", "name": "Poverty Headcount reduction (%) -  School-feeding -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to School Feeding programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_p0_tot", "name": "Poverty Headcount reduction (%) -  School-feeding -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to School Feeding programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_p0_urb", "name": "Poverty Headcount reduction (%) -  School-feeding - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to School Feeding programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_p1_ep_tot", "name": "Poverty Gap reduction (%) -  School-feeding -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to School Feeding programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_p1_rur", "name": "Poverty Gap reduction (%) -  School-feeding -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to School Feeding programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_p1_tot", "name": "Poverty Gap reduction (%) -  School-feeding -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to School Feeding programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sf_p1_urb", "name": "Poverty Gap reduction (%) -  School-feeding - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to School Feeding programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Social Pensions  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_pop_rur", "name": "Adequacy of benefits (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_pop_tot", "name": "Adequacy of benefits (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_pop_urb", "name": "Adequacy of benefits (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Social Pensions  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_pop_preT_tot", "name": "Average per capita transfer - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_pop_rur", "name": "Average per capita transfer - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_pop_tot", "name": "Average per capita transfer - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_pop_urb", "name": "Average per capita transfer - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Social Pensions  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Social Pensions  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cba_ep_tot", "name": "Benefit-cost ratio -  Social Pension -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Pensions programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cba_q1_rur", "name": "Benefit-cost ratio -  Social Pension -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Pensions programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cba_q1_tot", "name": "Benefit-cost ratio -  Social Pension -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Pensions programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cba_q1_urb", "name": "Benefit-cost ratio -  Social Pension - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Pensions programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Social Pensions  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_pop_preT_tot", "name": "Coverage (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_pop_rur", "name": "Coverage (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_pop_tot", "name": "Coverage (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_pop_urb", "name": "Coverage (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Social Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Social Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Social Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Social Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Social Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_gini_rur", "name": "Gini inequality index reduction (%) -  Social Pension-rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Social Pensions programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_gini_tot", "name": "Gini inequality index reduction (%) -  Social Pension", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Social Pensions programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_gini_urb", "name": "Gini inequality index reduction (%) -  Social Pension -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Social Pensions programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Social Pension -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Pensions programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_p0_rur", "name": "Poverty Headcount reduction (%) -  Social Pension -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Pensions programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_p0_tot", "name": "Poverty Headcount reduction (%) -  Social Pension -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Pensions programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_p0_urb", "name": "Poverty Headcount reduction (%) -  Social Pension - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Pensions programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Social Pension -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Pensions programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_p1_rur", "name": "Poverty Gap reduction (%) -  Social Pension -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Pensions programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_p1_tot", "name": "Poverty Gap reduction (%) -  Social Pension -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Pensions programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sa_sp_p1_urb", "name": "Poverty Gap reduction (%) -  Social Pension - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Pensions programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saonl.overlap_ep_preT_tot", "name": "Population in extreme poor (<$2.15 a day) only receiving All Social Assistance (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saonl.overlap_ep_tot", "name": "Population in extreme poor (<$2.15 a day) only receiving All Social Assistance (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saonl.overlap_pop_rur", "name": "Population only receiving All Social Assistance (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saonl.overlap_pop_tot", "name": "Population only receiving All Social Assistance (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saonl.overlap_pop_urb", "name": "Population only receiving All Social Assistance (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saonl.overlap_q1_preT_tot", "name": "Population in the 1st quintile (poorest) only receiving All Social Assistance (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saonl.overlap_q1_rur", "name": "Population in the 1st quintile (poorest) only receiving All Social Assistance (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saonl.overlap_q1_tot", "name": "Population in the 1st quintile (poorest) only receiving All Social Assistance (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saonl.overlap_q1_urb", "name": "Population in the 1st quintile (poorest) only receiving All Social Assistance (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saoth.overlap_ep_preT_tot", "name": "Population in extreme poor (<$2.15 a day) receiving Social Assistance and Other (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saoth.overlap_ep_tot", "name": "Population in extreme poor (<$2.15 a day) receiving Social Assistance and Other (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saoth.overlap_pop_rur", "name": "Population receiving Social Assistance and Other (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saoth.overlap_pop_tot", "name": "Population receiving Social Assistance and Other (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saoth.overlap_pop_urb", "name": "Population receiving Social Assistance and Other (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saoth.overlap_q1_preT_tot", "name": "Population in the 1st quintile (poorest) receiving Social Assistance and Other (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saoth.overlap_q1_rur", "name": "Population in the 1st quintile (poorest) receiving Social Assistance and Other (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saoth.overlap_q1_tot", "name": "Population in the 1st quintile (poorest) receiving Social Assistance and Other (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_saoth.overlap_q1_urb", "name": "Population in the 1st quintile (poorest) receiving Social Assistance and Other (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - All Social Insurance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_pop_rur", "name": "Adequacy of benefits (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_pop_tot", "name": "Adequacy of social insurance programs (% of total welfare of beneficiary households)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adequacy of social insurance programs is measured by the total transfer amount received by the population participating in social insurance programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Social insurance programs include old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_pop_urb", "name": "Adequacy of benefits (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - All Social Insurance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_pop_preT_tot", "name": "Average per capita transfer - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_pop_rur", "name": "Average per capita transfer - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_pop_tot", "name": "Average per capita transfer - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_pop_urb", "name": "Average per capita transfer - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - All Social Insurance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q1_tot", "name": "Benefit incidence of social insurance programs to poorest quintile (% of total social insurance benefits)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Benefit incidence of social insurance programs to poorest quintile shows the percentage of total social insurance benefits received by the poorest 20% of the population. Social insurance programs include old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - All Social Insurance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - All Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cba_ep_tot", "name": "Benefit-cost ratio -  All Social Insurance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Insurance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cba_q1_rur", "name": "Benefit-cost ratio -  All Social Insurance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Insurance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cba_q1_tot", "name": "Benefit-cost ratio -  All Social Insurance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Insurance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cba_q1_urb", "name": "Benefit-cost ratio -  All Social Insurance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Social Insurance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - All Social Insurance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_pop_preT_tot", "name": "Coverage (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_pop_rur", "name": "Coverage (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_pop_tot", "name": "Coverage of social insurance programs (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_pop_urb", "name": "Coverage (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q1_tot", "name": "Coverage of social insurance programs in poorest quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q2_tot", "name": "Coverage of social insurance programs in 2nd quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q3_tot", "name": "Coverage of social insurance programs in 3rd quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q4_rur", "name": "Coverage in 4th quintile (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q4_tot", "name": "Coverage of social insurance programs in 4th quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q4_urb", "name": "Coverage in 4th quintile (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - All Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q5_tot", "name": "Coverage of social insurance programs in richest quintile (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.", "sourceOrganization": "ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_gini_rur", "name": "Gini inequality index reduction (%) -  All Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Social Insurance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_gini_tot", "name": "Gini inequality index reduction (%) -  All Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Social Insurance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_gini_urb", "name": "Gini inequality index reduction (%) -  All Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Social Insurance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  All Social Insurance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Insurance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_p0_rur", "name": "Poverty Headcount reduction (%) -  All Social Insurance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Insurance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_p0_tot", "name": "Poverty Headcount reduction (%) -  All Social Insurance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Insurance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_p0_urb", "name": "Poverty Headcount reduction (%) -  All Social Insurance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Social Insurance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_p1_ep_tot", "name": "Poverty Gap reduction (%) -  All Social Insurance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Insurance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_p1_rur", "name": "Poverty Gap reduction (%) -  All Social Insurance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Insurance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_p1_tot", "name": "Poverty Gap reduction (%) -  All Social Insurance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Insurance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_allsi_p1_urb", "name": "Poverty Gap reduction (%) -  All Social Insurance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Social Insurance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_cp.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Contributory Pensions  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_pop_rur", "name": "Adequacy of benefits (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_pop_tot", "name": "Adequacy of benefits (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_pop_urb", "name": "Adequacy of benefits (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_si_cp.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Contributory Pensions  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_pop_preT_tot", "name": "Average per capita transfer - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_pop_rur", "name": "Average per capita transfer - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_pop_tot", "name": "Average per capita transfer - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_pop_urb", "name": "Average per capita transfer - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Contributory Pensions  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Contributory Pensions  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cba_ep_tot", "name": "Benefit-cost ratio -  Contributory Pensions -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Contributory Pensions programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cba_q1_rur", "name": "Benefit-cost ratio -  Contributory Pensions -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Contributory Pensions programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cba_q1_tot", "name": "Benefit-cost ratio -  Contributory Pensions -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Contributory Pensions programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cba_q1_urb", "name": "Benefit-cost ratio -  Contributory Pensions - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Contributory Pensions programs (%)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Contributory Pensions  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_pop_preT_tot", "name": "Coverage (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_pop_rur", "name": "Coverage (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_pop_tot", "name": "Coverage (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_pop_urb", "name": "Coverage (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Contributory Pensions ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Contributory Pensions (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{}]}
{"id": "per_si_cp.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_gini_rur", "name": "Gini inequality index reduction (%) -  Contributory Pensions -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Contributory Pensions programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_gini_tot", "name": "Gini inequality index reduction (%) -  Contributory Pensions", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Contributory Pensions programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_gini_urb", "name": "Gini inequality index reduction (%) -  Contributory Pensions -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Contributory Pensions programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Contributory Pensions -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Contributory Pensions programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_p0_rur", "name": "Poverty Headcount reduction (%) -  Contributory Pensions -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Contributory Pensions programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_p0_tot", "name": "Poverty Headcount reduction (%) -  Contributory Pensions -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Contributory Pensions programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_p0_urb", "name": "Poverty Headcount reduction (%) -  Contributory Pensions - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Contributory Pensions programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Contributory Pensions -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Contributory Pensions programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_p1_rur", "name": "Poverty Gap reduction (%) -  Contributory Pensions -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Contributory Pensions programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_p1_tot", "name": "Poverty Gap reduction (%) -  Contributory Pensions -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Contributory Pensions programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_cp_p1_urb", "name": "Poverty Gap reduction (%) -  Contributory Pensions - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Contributory Pensions programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": []}
{"id": "per_si_ss.adq_ep_preT_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Other Social Insurance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_ep_tot", "name": "Adequacy of benefits in extreme poor (<$2.15 a day) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_pop_preT_tot", "name": "Adequacy of benefits (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_pop_rur", "name": "Adequacy of benefits (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_pop_tot", "name": "Adequacy of benefits (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_pop_urb", "name": "Adequacy of benefits (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q1_preT_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q1_rur", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q1_tot", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q1_urb", "name": "Adequacy of benefits in 1st quintile (poorest) (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q2_preT_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q2_rur", "name": "Adequacy of benefits in 2nd quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q2_tot", "name": "Adequacy of benefits in 2nd quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q2_urb", "name": "Adequacy of benefits in 2nd quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q3_preT_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q3_rur", "name": "Adequacy of benefits in 3rd quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q3_tot", "name": "Adequacy of benefits in 3rd quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q3_urb", "name": "Adequacy of benefits in 3rd quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q4_preT_tot", "name": "Adequacy of benefits in 4th quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q4_rur", "name": "Adequacy of benefits in 4th quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q4_tot", "name": "Adequacy of benefits in 4th quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q4_urb", "name": "Adequacy of benefits in 4th quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q5_preT_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q5_rur", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q5_tot", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.adq_q5_urb", "name": "Adequacy of benefits in 5th quintile (richest) (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_ep_preT_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Other Social Insurance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_ep_tot", "name": "Average per capita transfer held by extreme poor (<$2.15 a day) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_pop_preT_tot", "name": "Average per capita transfer - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_pop_rur", "name": "Average per capita transfer - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_pop_tot", "name": "Average per capita transfer - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_pop_urb", "name": "Average per capita transfer - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q1_preT_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q1_rur", "name": "Average per capita transfer held by 1st quintile (poorest) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q1_tot", "name": "Average per capita transfer held by 1st quintile (poorest) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q1_urb", "name": "Average per capita transfer held by 1st quintile (poorest) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q2_preT_tot", "name": "Average per capita transfer held by 2nd quintile - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q2_rur", "name": "Average per capita transfer held by 2nd quintile - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q2_tot", "name": "Average per capita transfer held by 2nd quintile - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q2_urb", "name": "Average per capita transfer held by 2nd quintile - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q3_preT_tot", "name": "Average per capita transfer held by 3rd quintile - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q3_rur", "name": "Average per capita transfer held by 3rd quintile - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q3_tot", "name": "Average per capita transfer held by 3rd quintile - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q3_urb", "name": "Average per capita transfer held by 3rd quintile - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q4_preT_tot", "name": "Average per capita transfer held by 4th quintile - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q4_rur", "name": "Average per capita transfer held by 4th quintile - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q4_tot", "name": "Average per capita transfer held by 4th quintile - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q4_urb", "name": "Average per capita transfer held by 4th quintile - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q5_preT_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q5_rur", "name": "Average per capita transfer held by 5th quintile (richest) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q5_tot", "name": "Average per capita transfer held by 5th quintile (richest) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.avt_q5_urb", "name": "Average per capita transfer held by 5th quintile (richest) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_ep_preT_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Other Social Insurance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_ep_tot", "name": "Benefits incidence in extreme poor (<$2.15 a day) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q1_preT_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q1_rur", "name": "Benefits incidence in 1st quintile (poorest) (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q1_tot", "name": "Benefits incidence in 1st quintile (poorest) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q1_urb", "name": "Benefits incidence in 1st quintile (poorest) (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q2_preT_tot", "name": "Benefits incidence in 2nd quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q2_rur", "name": "Benefits incidence in 2nd quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q2_tot", "name": "Benefits incidence in 2nd quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q2_urb", "name": "Benefits incidence in 2nd quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the second quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q3_preT_tot", "name": "Benefits incidence in 3rd quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q3_rur", "name": "Benefits incidence in 3rd quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q3_tot", "name": "Benefits incidence in 3rd quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q3_urb", "name": "Benefits incidence in 3rd quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the third quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q4_preT_tot", "name": "Benefits incidence in 4th quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q4_rur", "name": "Benefits incidence in 4th quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q4_tot", "name": "Benefits incidence in 4th quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q4_urb", "name": "Benefits incidence in 4th quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q5_preT_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q5_rur", "name": "Benefits incidence in 5th quintile (richest) (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q5_tot", "name": "Benefits incidence in 5th quintile (richest) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.ben_q5_urb", "name": "Benefits incidence in 5th quintile (richest) (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of benefits going to the richestquintile  relative to the total benefits going to the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_ep_preT_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Other Social Insurance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_ep_tot", "name": "Beneficiary incidence in extreme poor (<$2.15 a day) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q1_preT_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q1_rur", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q1_tot", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q1_urb", "name": "Beneficiary incidence in 1st quintile (poorest) (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q2_preT_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q2_rur", "name": "Beneficiary incidence in 2nd quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q2_tot", "name": "Beneficiary incidence in 2nd quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q2_urb", "name": "Beneficiary incidence in 2nd quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q3_preT_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q3_rur", "name": "Beneficiary incidence in 3rd quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q3_tot", "name": "Beneficiary incidence in 3rd quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q3_urb", "name": "Beneficiary incidence in 3rd quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q4_preT_tot", "name": "Beneficiary incidence in 4th quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q4_rur", "name": "Beneficiary incidence in 4th quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q4_tot", "name": "Beneficiary incidence in 4th quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q4_urb", "name": "Beneficiary incidence in 4th quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q5_preT_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q5_rur", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q5_tot", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.bry_q5_urb", "name": "Beneficiary incidence in 5th quintile (richest) (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cba_ep_tot", "name": "Benefit-cost ratio -  Other Social Insurance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Other Social Insurance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cba_q1_rur", "name": "Benefit-cost ratio -  Other Social Insurance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Other Social Insurance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cba_q1_tot", "name": "Benefit-cost ratio -  Other Social Insurance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Other Social Insurance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cba_q1_urb", "name": "Benefit-cost ratio -  Other Social Insurance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction obtained for each $1 spent in Other Social Insurance programs (%)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_ep_preT_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Other Social Insurance  (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_ep_tot", "name": "Coverage in extreme poor (<$2.15 a day) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_pop_preT_tot", "name": "Coverage (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_pop_rur", "name": "Coverage (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_pop_tot", "name": "Coverage (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_pop_urb", "name": "Coverage (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q1_preT_tot", "name": "Coverage in 1st quintile (poorest) (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q1_rur", "name": "Coverage in 1st quintile (poorest) (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q1_tot", "name": "Coverage in 1st quintile (poorest) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q1_urb", "name": "Coverage in 1st quintile (poorest) (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q2_preT_tot", "name": "Coverage in 2nd quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q2_rur", "name": "Coverage in 2nd quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q2_tot", "name": "Coverage in 2nd quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q2_urb", "name": "Coverage in 2nd quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q3_preT_tot", "name": "Coverage in 3rd quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q3_rur", "name": "Coverage in 3rd quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q3_tot", "name": "Coverage in 3rd quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q3_urb", "name": "Coverage in 3rd quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q4_preT_tot", "name": "Coverage in 4th quintile (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q4_rur", "name": "Coverage in 4th quintile (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q4_tot", "name": "Coverage in 4th quintile (%) - Other Social Insurance ", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q4_urb", "name": "Coverage in 4th quintile (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q5_preT_tot", "name": "Coverage in 5th quintile (richest) (%) - Other Social Insurance (preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q5_rur", "name": "Coverage in 5th quintile (richest) (%) - Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q5_tot", "name": "Coverage in 5th quintile (richest) (%) - Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss.cov_q5_urb", "name": "Coverage in 5th quintile (richest) (%) - Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_gini_rur", "name": "Gini inequality index reduction (%) -  Other Social Insurance -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Other Social Insurance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_gini_tot", "name": "Gini inequality index reduction (%) -  Other Social Insurance", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Other Social Insurance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_gini_urb", "name": "Gini inequality index reduction (%) -  Other Social Insurance -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Gini inequality index reduction due to Other Social Insurance programs as % of pre-transfer Gini index", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_p0_ep_tot", "name": "Poverty Headcount reduction (%) -  Other Social Insurance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Other Social Insurance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_p0_rur", "name": "Poverty Headcount reduction (%) -  Other Social Insurance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Other Social Insurance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_p0_tot", "name": "Poverty Headcount reduction (%) -  Other Social Insurance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Other Social Insurance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_p0_urb", "name": "Poverty Headcount reduction (%) -  Other Social Insurance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty headcount reduction due to Other Social Insurance programs as % of pre-transfer poverty headcount", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_p1_ep_tot", "name": "Poverty Gap reduction (%) -  Other Social Insurance -extreme poor (<$2.15 a day)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Other Social Insurance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_p1_rur", "name": "Poverty Gap reduction (%) -  Other Social Insurance -1st quintile (poorest) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Other Social Insurance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_p1_tot", "name": "Poverty Gap reduction (%) -  Other Social Insurance -1st quintile (poorest)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Other Social Insurance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_si_ss_p1_urb", "name": "Poverty Gap reduction (%) -  Other Social Insurance - 1st quintile (poorest) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Poverty gap reduction due to Other Social Insurance programs as % of pre-transfer poverty gap", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_silm.overlap_ep_preT_tot", "name": "Population in extreme poor (<$2.15 a day) receiving All Social Insurance and Labor Market (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_silm.overlap_ep_tot", "name": "Population in extreme poor (<$2.15 a day) receiving All Social Insurance and Labor Market (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_silm.overlap_pop_rur", "name": "Population receiving All Social Insurance and Labor Market (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_silm.overlap_pop_tot", "name": "Population receiving All Social Insurance and Labor Market (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_silm.overlap_pop_urb", "name": "Population receiving All Social Insurance and Labor Market (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_silm.overlap_q1_preT_tot", "name": "Population in the 1st quintile (poorest) receiving All Social Insurance and Labor Market (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_silm.overlap_q1_rur", "name": "Population in the 1st quintile (poorest) receiving All Social Insurance and Labor Market (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_silm.overlap_q1_tot", "name": "Population in the 1st quintile (poorest) receiving All Social Insurance and Labor Market (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_silm.overlap_q1_urb", "name": "Population in the 1st quintile (poorest) receiving All Social Insurance and Labor Market (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sionl.overlap_ep_preT_tot", "name": "Population in extreme poor (<$2.15 a day) only receiving All Social Insurance (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sionl.overlap_ep_tot", "name": "Population in extreme poor (<$2.15 a day) only receiving All Social Insurance (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sionl.overlap_pop_rur", "name": "Population only receiving All Social Insurance (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sionl.overlap_pop_tot", "name": "Population only receiving All Social Insurance (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sionl.overlap_pop_urb", "name": "Population only receiving All Social Insurance (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sionl.overlap_q1_preT_tot", "name": "Population in the 1st quintile (poorest) only receiving All Social Insurance (%, preT)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sionl.overlap_q1_rur", "name": "Population in the 1st quintile (poorest) only receiving All Social Insurance (%) -rural", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sionl.overlap_q1_tot", "name": "Population in the 1st quintile (poorest) only receiving All Social Insurance (%)", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "per_sionl.overlap_q1_urb", "name": "Population in the 1st quintile (poorest) only receiving All Social Insurance (%) -urban", "unit": "", "source": {"id": "29", "value": "The Atlas of Social Protection: Indicators of Resilience and Equity"}, "sourceNote": "Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)", "sourceOrganization": "ASPIRE", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "PI-01", "name": "Aggregate expenditure out-turn", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-01.1", "name": "(i) Aggregate expenditure out-turn", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-02", "name": "Expenditure composition outturn", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-02.1", "name": "(i) Expenditure composition outturn by function", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-02.2", "name": "(ii) Expenditure composition outturn by economic type", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-02.3", "name": "(iii) Expenditure from contingency reserves.", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-03", "name": "Revenue outturn", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-03.1", "name": "(i) Agregate revenue outturn", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-03.2", "name": "(ii) Revenue composition outturn", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-04", "name": "Budget Classification", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-04.1", "name": "(i) Budget Classification", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-05", "name": "Budget Documentation", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-05.1", "name": "(i) Budget Documentation", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-06", "name": "Central government operations outside financial reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-06.1", "name": "(i) Expenditure outside financial reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-06.2", "name": "(ii) Revenue outside financial reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-06.3", "name": "(iii) Financial reports of extra-budgetary units", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-07", "name": "Transfers to subnational governments", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-07.1", "name": "(i) System for allocating transfers", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-07.2", "name": "(ii) Timeliness of information on transfers", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-08", "name": "Performance information for service delivery", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-08.1", "name": "(i) Performance plans for service delivery", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-08.2", "name": "(ii) Performance achieved for service delivery", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-08.3", "name": "(iii) Resources received by service delivery units", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-08.4", "name": "(iv) Performance evaluation for service delivery", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-09", "name": "Public access to information", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-09.1", "name": "(i) Public access to information", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-1", "name": "Aggregate expenditure out-turn compared to original approved budget", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-10", "name": "Fiscal risk reporting", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-10.1", "name": "(i) Monitoring of public corporations", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-10.2", "name": "(ii) Monitoring of sub-national government (SNG)", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-10.3", "name": "(iii) Contingent liabilities and other fiscal risks", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-11", "name": "Public investment management", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PI-11.1", "name": "(i) Economic analysis of investment proposals", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-11.2", "name": "(ii) Investment project selection", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-11.3", "name": "(iii) Investment project costing", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-11.4", "name": "(iv) Investment project monitoring", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-12", "name": "Public asset management", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-12.1", "name": "(i) Financial asset monitoring", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-12.2", "name": "(ii) Nonfinancial asset monitoring", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-12.3", "name": "(iii) Transparency of asset disposal", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-12.4", "name": "(iv)  Linkages between investment budgets and forward expenditure estimates", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-13", "name": "Debt management", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-13.1", "name": "(i) Recording and reporting of debt and guarantees", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-13.2", "name": "(ii) Approval of debt and guarantees", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-13.3", "name": "(iii) Debt management strategy", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-14", "name": "Macroeconomic and fiscal forecasting", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-14.1", "name": "(i) Macroeconomic forecasts", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-14.2", "name": "(ii) Fiscal forecasts", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-14.3", "name": "(iii) Macro-fiscal sensitivity analysis", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-15", "name": "Fiscal strategy", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-15.1", "name": "(i) Fiscal impact of policy proposals", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-15.2", "name": "(ii) Fiscal strategy adoption", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-15.3", "name": "(iii) Reporting on fiscal outcomes", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-16", "name": "Medium term perspective in expenditure budgeting", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-16.1", "name": "(i) Medium-term expenditure estimates", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-16.2", "name": "(ii) Medium-term expenditure ceilings", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-16.3", "name": "(iii) Alignment of strategic plans and medium-term budgets", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-16.4", "name": "(iv) Consistency of budgets with previous year estimates", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-17", "name": "Budget preparation process", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-17.1", "name": "(i) Budget calendar", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-17.2", "name": "(ii) Guidance on budget preparation", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-17.3", "name": "(iii) Budget submission to the legislature", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-18", "name": "Legislative scrutiny of budgets", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-18.1", "name": "(i) Scope of budget scrutiny", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-18.2", "name": "(ii) Legislative procedures for budget scrutiny", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-18.3", "name": "(iii) Timing of budget approval", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-18.4", "name": "(iv) Rules for budget adjustments by the executive", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-19", "name": "Revenue administration", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-19.1", "name": "(i) Rights and obligations for revenue measures", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-19.2", "name": "(ii) Revenue risk management", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-19.3", "name": "(iii) Revenue audit and investigation", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-19.4", "name": "(iv) Revenue arrears monitoring", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-19.5", "name": "(i) Evidence on the use of open competition for award of contracts", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-19.6", "name": "(ii) Extent of justification for use of less competitive procurement methods", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-19.7", "name": "(iii) Existence and operation of a procurement complaints mechanism", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-2", "name": "Composition of expenditure out-turn compared to original approved budget", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-2.1", "name": "(i) Extent of the variance in expenditure composition during the last three years, excluding contingency items", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-2.2", "name": "(ii) The average amount of expenditure actually charged to the contingency vote over the last three years", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-20", "name": "Accounting for revenues", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-20.1", "name": "(i) Information on revenue collections", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-20.2", "name": "(ii) Transfer of revenue collections", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-20.3", "name": "(iii) Revenue accounts reconciliation", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-21", "name": "Predictability of in-year resource allocation", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-21.1", "name": "(i) Consolidation of cash balances", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-21.2", "name": "(ii) Cash forecasting and monitoring", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-21.3", "name": "(iii) Information on commitment ceilings", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-21.4", "name": "(iv) Significance of in-year budget adjustments", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-22", "name": "Expenditure arrears", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-22.1", "name": "(i) Stock of expenditure arrears", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-22.2", "name": "(ii) Expenditure arrears monitoring", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-23", "name": "Payroll controls", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-23.1", "name": "(i) Integration of payroll and personnel records", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-23.2", "name": "(ii) Management of payroll changes", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-23.3", "name": "(iii) Internal control of payroll", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-23.4", "name": "(iv) Payroll audit", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-24", "name": "Procurement", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-24.1", "name": "(i) Procurement monitoring", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-24.2", "name": "(ii) Procurement methods", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-24.3", "name": "(iii) Public access to procurement information", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-24.4", "name": "(iv) Procurement complaints management", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-25", "name": "Internal controls on nonsalary expenditure", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-25.1", "name": "(i) Segregation of duties", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-25.2", "name": "(ii) Effectiveness of expenditure commitment controls", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-25.3", "name": "(iii) Compliance with payment controls", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-26", "name": "Internal audit effectiveness", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-26.1", "name": "(i) Coverage of internal audit", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-26.2", "name": "(ii) Nature of audits and standards applied", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-26.3", "name": "(iii) Internal audit activity and reporting", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-26.4", "name": "(iv) Response to internal audits", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-27", "name": "Financial data integrity", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-27.1", "name": "(i) Bank account reconciliation", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-27.2", "name": "(ii) Suspense accounts", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-27.3", "name": "(iii) Advance accounts", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-27.4", "name": "(iv) Financial data integrity processes", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-28", "name": "In-year budget reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-28.1", "name": "(i) Coverage and comparability of reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-28.2", "name": "(ii) Timing of in-year budget reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-28.3", "name": "(iii) Accuracy of in-year budget reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-29", "name": "Annual financial reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-29.1", "name": "(i) Completeness of annual financial reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-29.2", "name": "(ii) Submission of reports for external audit", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-29.3", "name": "(iii) Accounting standards", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-3", "name": "Aggregate revenue out-turn compared to original approved budget", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-30", "name": "External audit", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-30.1", "name": "(i) Audit coverage and standards", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-30.2", "name": "(ii) Submission of audit reports to the legislature", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-30.3", "name": "(iii) External audit follow-up", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-30.4", "name": "(iv) Supreme Audit Institution (SAI) independence", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-31", "name": "Legislative scrutiny of audit reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-31.1", "name": "(i) Timing of audit report scrutiny", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-31.2", "name": "(ii) Hearings on audit findings", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-31.3", "name": "(iii) Recommendations on audit by the legislature", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "PI-31.4", "name": "(iv) Transparency of legislative scrutiny of audit reports", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-4", "name": "Stock and monitoring of expenditure payment arrears", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-4.1", "name": "(i) Stock of expenditure payment arrears (as a % of actual total expenditure for the corresponding fiscal year) & any recent change in the stock", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-4.2", "name": "(ii) Availability of data for monitoring the stock of expenditure payment arrears", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-5", "name": "Classification of the budget", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-6", "name": "Comprehensiveness of information included in budget documentation", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-7", "name": "Extent of unreported government operations", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-7.1", "name": "(i) The level of extra-budgetary expenditure (other than donor funded projects) which is unreported i.e. not included in fiscal reports", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-7.2", "name": "(ii) Income/expenditure information on donor-funded projects which is included in fiscal reports", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-8", "name": "Transparency of inter-governmental fiscal relations", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-8.1", "name": "(i) Transparent and rules based systems in the horizontal allocation among SN governments of unconditional and conditional transfers from central government (both budgeted and actual allocations);", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-8.2", "name": "(ii) Timeliness of reliable information to SN governments on their allocations from central government for the coming year;", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-8.3", "name": "(iii) Extent to which consolidated fiscal data (at least on revenue and expenditure) is collected and reported for general government according to sectoral categories", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-9", "name": "Oversight of aggregate fiscal risk from other public sector entities", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-9.1", "name": "(i) Extent of central government monitoring of AGAs and Pes", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "PI-9.2", "name": "(ii)  Extent of central government monitoring of SN government's fiscal position", "unit": "", "source": {"id": "67", "value": "PEFA 2011"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "Pop", "name": "Population", "unit": "", "source": {"id": "88", "value": "Food Prices for Nutrition"}, "sourceNote": "Total population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship. The values shown are midyear estimates.", "sourceOrganization": "(1) United Nations Population Division. World Population Prospects: 2022 Revision. (2) Census reports and other statistical publications from national statistical offices, (3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division. Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International Database, and (6) Secretariat of the Pacific Community: Statistics and Demography Programme", "topics": []}
{"id": "PRJ.ATT.1519.1.FE", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.1.MA", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.1.MF", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.2.FE", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.2.MA", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.2.MF", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.3.FE", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.3.MA", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.3.MF", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.4.FE", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.4.MA", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.4.MF", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.NED.FE", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.NED.MA", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.NED.MF", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.S1.FE", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.S1.MA", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.1519.S1.MF", "name": "Wittgenstein Projection: Percentage of the population age 15-19 by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.1.FE", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.1.MA", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.1.MF", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.2.FE", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.2.MA", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.2.MF", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.3.FE", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.3.MA", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.3.MF", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.4.FE", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.4.MA", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.4.MF", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.NED.FE", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.NED.MA", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.NED.MF", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.S1.FE", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.S1.MA", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.15UP.S1.MF", "name": "Wittgenstein Projection: Percentage of the population age 15+ by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.1.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.1.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.1.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.2.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.2.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.2.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.3.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.3.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.3.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.4.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.4.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.4.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.NED.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.NED.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.NED.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.S1.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.S1.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2024.S1.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-24 by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.1.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.1.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.1.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.2.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.2.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.2.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.3.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.3.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.3.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.4.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.4.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.4.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.NED.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.NED.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.NED.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.S1.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.S1.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2039.S1.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-39 by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.1.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.1.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.1.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.2.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.2.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.2.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.3.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.3.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.3.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.4.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.4.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": [{}]}
{"id": "PRJ.ATT.2064.4.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.NED.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.NED.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.NED.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.S1.FE", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.S1.MA", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2064.S1.MF", "name": "Wittgenstein Projection: Percentage of the population age 20-64 by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.1.FE", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.1.MA", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.1.MF", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.2.FE", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.2.MA", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.2.MF", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.3.FE", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.3.MA", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.3.MF", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.4.FE", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.4.MA", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.4.MF", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.NED.FE", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.NED.MA", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.NED.MF", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.S1.FE", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.S1.MA", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.2529.S1.MF", "name": "Wittgenstein Projection: Percentage of the population age 25-29 by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.1.FE", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.1.MA", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.1.MF", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.2.FE", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.2.MA", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.2.MF", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.3.FE", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.3.MA", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.3.MF", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.4.FE", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.4.MA", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.4.MF", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.NED.FE", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.NED.MA", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.NED.MF", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.S1.FE", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.S1.MA", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.25UP.S1.MF", "name": "Wittgenstein Projection: Percentage of the population age 25+ by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.1.FE", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.1.MA", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.1.MF", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.2.FE", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.2.MA", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.2.MF", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.3.FE", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.3.MA", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.3.MF", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.4.FE", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.4.MA", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.4.MF", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.NED.FE", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.NED.MA", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.NED.MF", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.S1.FE", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.S1.MA", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.4064.S1.MF", "name": "Wittgenstein Projection: Percentage of the population age 40-64 by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.1.FE", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.1.MA", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.1.MF", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.2.FE", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.2.MA", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.2.MF", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.3.FE", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.3.MA", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.3.MF", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.4.FE", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.4.MA", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.4.MF", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.NED.FE", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.NED.MA", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.NED.MF", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.S1.FE", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.S1.MA", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.60UP.S1.MF", "name": "Wittgenstein Projection: Percentage of the population age 60+ by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.1.FE", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.1.MA", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.1.MF", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.2.FE", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.2.MA", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.2.MF", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.3.FE", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.3.MA", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.3.MF", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.4.FE", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.4.MA", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.4.MF", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.NED.FE", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.NED.MA", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.NED.MF", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.S1.FE", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.S1.MA", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.80UP.S1.MF", "name": "Wittgenstein Projection: Percentage of the population age 80+ by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.1.FE", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.1.MA", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.1.MF", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": [{}]}
{"id": "PRJ.ATT.ALL.2.FE", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.2.MA", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.2.MF", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.3.FE", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.3.MA", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.3.MF", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.4.FE", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.4.MA", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.4.MF", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.NED.FE", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.NED.MA", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.NED.MF", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.S1.FE", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.S1.MA", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.ATT.ALL.S1.MF", "name": "Wittgenstein Projection: Percentage of the total population by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.0T19.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 0-19. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.0T19.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 0-19. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.0T19.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 0-19. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.1519.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 15-19. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.1519.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 15-19. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.1519.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 15-19. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.15UP.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 15+. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.15UP.GPI", "name": "Wittgenstein Projection: Mean Years of Schooling. Age 15+. Gender Gap", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The difference between male and female mean number of years spent in school by age group. It is calculated by subtracting the female value from the male value. Data can be negative if the mean years of schooling for females is higher than for males. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.15UP.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 15+. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.15UP.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 15+. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2024.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 20-24. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2024.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 20-24. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2024.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 20-24. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2039.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 20-39. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2039.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 20-39. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2039.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 20-39. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2064.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 20-64. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2064.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 20-64. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2064.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 20-64. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2529.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 25-29. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2529.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 25-29. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.2529.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 25-29. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.25UP.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 25+. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.25UP.GPI", "name": "Wittgenstein Projection: Mean Years of Schooling. Age 25+. Gender Gap", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The difference between male and female mean number of years spent in school by age group. It is calculated by subtracting the female value from the male value. Data can be negative if the mean years of schooling for females is higher than for males. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.25UP.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 25+. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.25UP.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 25+. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.4064.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 40-64. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.4064.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 40-64. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.4064.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 40-64. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.60UP.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 60+. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.60UP.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 60+. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.60UP.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 60+. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.65UP.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 65+. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.65UP.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 65+. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.65UP.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 65+. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.80UP.FE", "name": "Wittgenstein Projection: Mean years of schooling. Age 80+. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.80UP.MA", "name": "Wittgenstein Projection: Mean years of schooling. Age 80+. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.MYS.80UP.MF", "name": "Wittgenstein Projection: Mean years of schooling. Age 80+. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.1.FE", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.1.MA", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.1.MF", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.2.FE", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.2.MA", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.2.MF", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.3.FE", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.3.MA", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.3.MF", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.4.FE", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.4.MA", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.4.MF", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.NED.FE", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.NED.MA", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.NED.MF", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.S1.FE", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.S1.MA", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.1519.S1.MF", "name": "Wittgenstein Projection: Population age 15-19 in thousands by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.1.FE", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.1.MA", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.1.MF", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.2.FE", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.2.MA", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.2.MF", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.3.FE", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.3.MA", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.3.MF", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.4.FE", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.4.MA", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.4.MF", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.NED.FE", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.NED.MA", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.NED.MF", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.S1.FE", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.S1.MA", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2024.S1.MF", "name": "Wittgenstein Projection: Population age 20-24 in thousands by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.1.FE", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.1.MA", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.1.MF", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.2.FE", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.2.MA", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.2.MF", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.3.FE", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.3.MA", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.3.MF", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.4.FE", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.4.MA", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": [{}]}
{"id": "PRJ.POP.2529.4.MF", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.NED.FE", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.NED.MA", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.NED.MF", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.S1.FE", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.S1.MA", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.2529.S1.MF", "name": "Wittgenstein Projection: Population age 25-29 in thousands by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.1.FE", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.1.MA", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.1.MF", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.2.FE", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Lower Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.2.MA", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Lower Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.2.MF", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Lower Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.3.FE", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Upper Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.3.MA", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Upper Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.3.MF", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Upper Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.4.FE", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Post Secondary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.4.MA", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Post Secondary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.4.MF", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Post Secondary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.NED.FE", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. No Education. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.NED.MA", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. No Education. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.NED.MF", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. No Education. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.S1.FE", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Incomplete Primary. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.S1.MA", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Incomplete Primary. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PRJ.POP.ALL.S1.MF", "name": "Wittgenstein Projection: Population in thousands by highest level of educational attainment. Incomplete Primary. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total population in thousands that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/", "sourceOrganization": "Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/", "topics": []}
{"id": "PROT.MINOR.INV.DFRN.DB0614", "name": "Protecting minority investors (DB06-14 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for protecting minority investors benchmarks economies with respect to the regulatory best practice on the indicator set. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB06-14 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.DFRN.DB1519", "name": "Protecting minority investors (DB15-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for protecting minority investors benchmarks economies with respect to the regulatory best practice on the indicator set. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EASE.SHARE.LGL.XD.010.DB0614", "name": "Protecting minority investors: Ease of shareholder suits index (0-10) (DB06-14 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ease of shareholder suits index measures how likely plaintiffs are to access internal corporate evidence. It has six components: (i) whether shareholders owning 10% of the company\u2019s share capital have the right to inspect the Buyer-Seller transaction documents before filing a suit; (ii) whether shareholders owning 10% of the company\u2019s share capital can request that a government inspector investigate the Buyer-Seller transaction without filing a suit; (iii) what range of documents is available to the shareholder plaintiff from the defendant and witnesses during trial; (iv) whether the plaintiff can obtain cate\u00adgories of relevant documents from the defendant without identifying each document specifically; (v) whether the plaintiff can directly examine the defendant and witnesses during trial (0-2); and (vi) whether the standard of proof for civil suits is lower than that for criminal cases. The index is computed based on the methodology in the DB06-14 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EASE.SHARE.LGL.XD.010.DB1519", "name": "Protecting minority investors: Ease of shareholder suits index (0-10) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ease of shareholder suits index measures how likely plaintiffs are to access internal corporate evidence and recover legal expenses. It has six components: (i) whether shareholders owning 10% of the company\u2019s share capital have the right to inspect the Buyer-Seller transaction documents before filing a suit. Alternatively, whether they can request that a government inspector investigate the Buyer-Seller transaction without filing a suit; (ii) what range of documents is available to the shareholder plaintiff from the defendant and witnesses during trial; (iii) whether the plaintiff can obtain cate\u00adgories of relevant documents from the defendant without identifying each document specifically; (iv) whether the plaintiff can directly examine the defendant and witnesses during trial; (v) whether the standard of proof for civil suits is lower than that for criminal cases; and (vi) whether shareholder plaintiffs can recover their legal expenses from the company. The index is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EASE.SSI.XD.0010.DB0614.DFRN", "name": "Protecting minority investors: Ease of shareholder suits index (0-10) (DB06-14 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for ease of shareholder suits index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB06-14 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EASE.SSI.XD.0010.DB1519.DFRN", "name": "Protecting minority investors: Ease of shareholder suits index (0-10) (DB15-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for ease of shareholder suits index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EXT.BUS.DISC.010.XD", "name": "Protecting minority investors: Extent of disclosure index (0-10)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The extent of disclosure index measures the approval and disclosure requirements of related-party transactions. It has five components: (i) whether it is the managing director alone, the board of directors, or the general meeting of shareholders the corporate body who can provide legally sufficient approval for the transaction (points are assigned depending on whether interested directors are permitted to vote or not); (ii) whether an external body (an independent auditor, for example) must review the transaction before it takes place; (iii) whether disclosure by Mr. James to the board of directors or the supervisory board is required; (iv) whether immediate disclosure of the transaction to the public, the regulator or the shareholders is required; and (v) whether disclosure in periodic filings (for example, annual reports) is required.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EXT.CORP.TRANP.XD.0010.DB1519", "name": "Protecting minority investors: Extent of corporate transparency index (0-7) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The extent of corporate transparency index measures the level of information that companies must share regarding their board members, senior executives, annual meetings and audits. This index has seven components: (i) whether Buyer must disclose direct and indirect beneficial ownership stakes representing 5%; (ii) whether Buyer must disclose information about board members\u2019 primary employment and director\u00adships in other companies; (iii) whether Buyer must disclose the compensation of individual managers; (iv) whether a detailed notice of general meeting must be sent 21 calendar days before the meeting; (v) whether shareholders representing 5% of Buyer\u2019s share capital can put items on the general meeting agenda; (vi) whether Buyer\u2019s annual financial statements must be audited by an external auditor; (vii) whether Buyer must disclose its audit reports to the public. The index is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EXT.CORP.TRANS.XD.010.DB1519.DFRN", "name": "Protecting minority investors: Extent of corporate transparency index (0-7) (DB15-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for extent of corporate transparency index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EXT.DIR.LBL.010.XD.DFRN", "name": "Protecting minority investors: Extent of director liability index (0-10) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for extent of director liability index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EXT.DISC.010.XD.DFRN", "name": "Protecting minority investors: Extent of disclosure index (0-10) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for extent of disclosure index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EXT.OWNR.CONT.XD.0100.DB1519", "name": "Protecting minority investors: Extent of ownership and control index (0-7) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The extent of ownership and control index measures the rules governing the structure and change in control of companies. This index has seven components: (i) whether the same individual cannot be appointed CEO and chairperson of the board of directors; (ii) whether the board of directors must include independent nonexecutive board members; (iii) whether shareholder can remove members of the board of directors without cause before the end of their term; (iv) whether the board of directors must have an audit committee; (v) whether a potential acquirer must make a tender offer to all shareholders upon acquiring 50% of Buyer; (vi) whether Buyer must pay declared dividends within a maximum period set by law; (vii) whether a subsidiary cannot acquire shares issued by its parent company. The index is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EXT.OWNR.CONTL.010.XD.DFRN", "name": "Protecting minority investors: Extent of ownership and control index (0-7) (DB15-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for extent of ownership and control index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EXT.SHARE.RTS.XD.010.DB1519", "name": "Protecting minority investors: Extent of shareholder rights index (0-6) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The extent of shareholder rights index measures the role of shareholders in key corporate decisions. It has six components: (i) whether the sale of 51% of Buyer\u2019s assets requires shareholder approval; (ii) whether shareholders representing 10% of Buyer\u2019s share capital have the right to call for a meeting of shareholders; (iii) whether Buyer must obtain its share\u00adholders\u2019 approval every time it issues new shares; (iv) whether shareholders automatically receive preemption rights when Buyer issues new shares; (v) whether shareholders elect and dismiss the external auditor; (vi) whether changes to the rights of a class of shares are only possible if the holders of the affected shares approve. The index is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.EXT.SHRHLD.RGT.XD.0010.DB1519.DRFN", "name": "Protecting minority investors: Extent of shareholder rights index (0-6) (DB15-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for extent of shareholder rights index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.IC.PRIN.EXT.DIR.LGL.010.XD", "name": "Protecting minority investors: Extent of director liability index (0-10)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The extent of director liability index measures when board members can be held liable for harm caused by related-party transactions and what sanctions are available. It has seven components: (i) whether shareholders can sue directly or derivatively for the damage the transaction causes to the company; (ii) whether a shareholder plaintiff can hold Mr. James liable for the damage the Buyer-Seller transaction causes to the company; (iii) whether a shareholder plaintiff can hold other executives and directors (the CEO, members of the board of directors or members of the supervisory board) liable for the damage the transaction causes to the company; (iv) whether Mr. James pays damages for the harm caused to the company upon a successful claim by the shareholder plaintiff; (v) whether Mr. James repays profits made from the transaction upon a successful claim by the shareholder plaintiff; (vi) whether Mr. James is disqualified upon a successful claim by the shareholder plaintiff; and (vii) whether a court can void the trans\u00adaction upon a successful claim by a shareholder plaintiff.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.IC.PRIN.MINOR.RK", "name": "Rank: Protecting minority investors (1=most business-friendly regulations)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ranking of economies on the strength of minority shareholder protections is determined by sorting their scores for protecting minority investors.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.STRENG.INV.PROT.XD.010.DB0614", "name": "Protecting minority investors: Strength of investor protection index (0-10) (DB06-14 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The strength of investor protection index is the sum of the extent of disclosure index, extent of director liability index and ease of shareholder suits index. The index is computed based on the methodology in the DB06-14 studies.", "sourceOrganization": "", "topics": []}
{"id": "PROT.MINOR.INV.STRENG.MIN.INV.PROT.XD.010.DB0614", "name": "Protecting minority investors: Strength of minority investor protection index (0-50) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The strength of minority investor protection index is the sum of the extent of disclosure index, extent of director liability index, ease of shareholder suits index, extent of shareholder rights index, extent of ownership and control index and extent of corporate transparency index. The index is computed based on the methodology in the DB15-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "PRT.PDCL.IND1.IDX", "name": "PDI-1 Country with operational national development strategies (rating)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Country's national development strategy is linked to medium-term expenditure framework and reflected in annual budgets.  The degree to which governments take the lead in co-ordinating aid-funded activities is the subject of a specific commitment in the Paris Declaration.  It is also a variable that seems to be subject to significant changes over time. Another dimension of ownership is the degree to which countries have development strategies that are clear and well operationalised, so that development efforts are effective and there is a robust basis for the alignment of aid with country policies. This is based on the World Bank's Results-Based National Development Strategies: Assessment and Challenges Ahead Report.  Categorical where \"A\" assigned a value of 1; \"B\" assigned a value of 2; \"C\" assigned a value of 3; \"D\" assigned a value of 4; \"E\" assigned a value of 5; and \"N/A\" assigned a value of 6.  Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND10A.ALLD.ZS", "name": "PDI-10a Donor missions co-ordinated (percent)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Encourage shared analysis on field missions work including diagnostic reviews that are joint.  Donor co-ordinated missions focuses only on the proportion of (i) missions undertaken jointly by two or more donors, or (ii) missions undertaken by one donor on behalf of another (delegated co-operation).  Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND10B.ALLD.ZS", "name": "PDI-10b Country-analysis co-ordinated (percent)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Encourage shared analysis on country analytic work including diagnostic reviews that are joint.  (i) Country analytic work undertaken by one or more donors jointly; (ii) Country analytic work undertaken by one donor on behalf of another donor (including work undertaken by one and/or used by another when it is co-financed and formally acknowledged in official documentation); (iii) Country analytic work undertaken with substantive involvement from government.  Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year.  Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND11.IDX", "name": "PDI-11 Existence of a monitorable performance assessment framework (rating)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Transparent and monitorable performance assessment frameworks to assess progress against (a) national development strategies and (b) sector programmes.  Categorical where \"A\" assigned a value of 1; \"B\" assigned a value of 2; \"C\" assigned a value of 3; \"D\" assigned a value of 4; \"E\" assigned a value of 5; and \"N/A\" assigned a value of 6.  Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND12.IDX", "name": "PDI-12 Existence of a mutual accountability review (rating)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The concept of mutual accountability is an important innovation of the Paris Declaration.  It develops the idea that aid is more effective when both donors and partner governments are accountable to their respective publics for the use of resources to achieve development results, and when they are also accountable to each other. The specific focus of the agreed indicator (Indicator 12) is on mutual accountability for the implementation of the Partnership Commitments included in the Declaration and any local agreements on enhancing aid effectiveness. Specifically, the country survey returns tell us whether there exists a mechanism for mutual review of progress on aid", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND2A.IDX", "name": "PDI-2a Country financial management systems reliability (rating)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This rating is the World Bank's annual Country Policy and Institutional Assessment ratings (CPIA sub-component 13) for the quality of budgetary and financial management.  This scale runs from 1 to 5 with 1 the worst and 5 the best.  The focus is on the degree to which existing systems adhere to broadly accepted good practices or there is a reform programme in place to promote improved practices.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND2B.IDX", "name": "PDI-2b Country procurement systems reliability (rating)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The focus is on the degree to which existing systems adhere to broadly accepted good practices or there is a reform programme in place to promote improved practices. Reliable procurement systems are based on the common benchmarking and assessment methodology for public procurement systems developed and piloted by the Joint Venture on Procurement.  Categorical where \"A\" assigned a value of 1; \"B\" assigned a value of 2; \"C\" assigned a value of 3; \"D\" assigned a value of 4; \"E\" assigned a value of 5; and \"N/A\" assigned a value of 6.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND3.ALLD.ZS", "name": "PDI-3 Government budget estimates comprehensive and realistic (percent)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The objective of this indicator is to improve transparency and accountability by encouraging partner countries and donors to accurately record aid as much as possible in the national budget, thereby allowing scrutiny by parliaments.  Aid flows to the government sector that is reported in country's national government budgets.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND4.ALLD.ZS", "name": "PDI-4 Technical assistance aligned and co-ordinated with country programmes (percent)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Donor capacity-development support provided through co-ordinated programmes are consistent with country's development strategies.  Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND5A.ALLD.ZS", "name": "PDI-5a Aid for government sectors uses country public finanacial management systems (percent)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Donors and aid flows that use country's public financial management systems that either (a) adhere to broadly good practices or (b) have a reform programme in place to achieve these.  Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND5B.ALLD.ZS", "name": "PDI-5b Aid for government sectors uses country procurement systems (percent)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Donors and aid flows that use country's procurement systems that either (a) adhere to broadly good practices or (b) have a reform programme in place to achieve these.  Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND6.ALLD.NUM", "name": "PDI-6 Project implementation units parallel to country structures (number)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Indicator 6 is a count of parallel project implementation units (PIUs), where", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND7.ALLD.ZS", "name": "PDI-7 Aid disbursements on schedule and recorded by government (percent)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Aid disbursements on schedule and recorded by government.  The objective is two-fold.  First and foremost, it is to encourage disbursements of funds within the year they are scheduled.  Second, it is to encourage accurate recording of disbursements by partner authorities.  Both objectives require strong cooperation between donors and partner authorities. Aid is more predictable and released according to agreed schedules in annual or multi-year frameworks.  Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND8.ALLD.ZS", "name": "PDI-8 Bilateral aid that is untied (percent)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Tied aid is aid provided on the condition that the recipient uses it to purchase goods and services from suppliers based in the donor country. The target for this indicator is to increase untied aid over time.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PRT.PDCL.IND9.ALLD.ZS", "name": "PDI-9 Aid provided in the framework of programme-based appproaches (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Aid provided in the framework of programme-based approaches (PBAs) are a way of engaging in development co-operation based on the principles of co-ordinated support for  a locally owned programme of development, such as a national development strategy, a sector programme, a thematic programme or a programme of a specific organization.  Programme-based approaches share the following features: (i) Leadership by the host country or organization; (ii) A single comprehensive programme and budget framework; (iii) A formalized process for donor co-ordination and harmonization of donor procedures for reporting, budgeting, financial management and procurement; (iv) Efforts to increase the use of local systems for programme design and implementation, financial management, monitoring and evaluation.  Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year.  ", "sourceOrganization": "Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).", "topics": []}
{"id": "PV.EST", "name": "Political Stability and Absence of Violence/Terrorism: Estimate", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "PV.NO.SRC", "name": "Political Stability and Absence of Violence/Terrorism: Number of Sources", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism.   Number of sources indicates the number of underlying data sources on which the aggregate estimate is based.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "PV.PER.RNK", "name": "Political Stability and Absence of Violence/Terrorism: Percentile Rank", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism.  Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "PV.PER.RNK.LOWER", "name": "Political Stability and Absence of Violence/Terrorism: Percentile Rank, Lower Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism.  Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "PV.PER.RNK.UPPER", "name": "Political Stability and Absence of Violence/Terrorism: Percentile Rank, Upper Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism.  Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "PV.STD.ERR", "name": "Political Stability and Absence of Violence/Terrorism: Standard Error", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism.  Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "PX.MUV.TOTL", "name": "Manufactures value index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Manufactures unit value index is a weighted unit value index of exports of manufactures by industrial countries. ", "sourceOrganization": "World Bank, IECAP", "topics": []}
{"id": "PX.MUV.TOTL.XU", "name": "Manufactured exports unit value (MUV) index (% change)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Manufactures unit value index (percentage change) is calculated as the annual percentage change of a weighted unit value index of exports of manufactures by industrial countries.  ", "sourceOrganization": "World Bank, IECAP.", "topics": []}
{"id": "PX.REC.REER", "name": "Real effective exchange rate index (line rec, 2005 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Real effective exchange rate is the nominal effective exchange rate (a measure of the value of a currency against a weighted average of several foreign currencies) divided by a price deflator or index of costs. This indicator corresponds to the IFS's line rec, and is based on a nominal rate adjusted for relative changes in consumer prices.", "sourceOrganization": "International Monetary Fund, International Financial Statistics.", "topics": []}
{"id": "PX.REX.REER", "name": "Real effective exchange rate index (2010 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Real effective exchange rate is the nominal effective exchange rate (a measure of the value of a currency against a weighted average of several foreign currencies) divided by a price deflator or index of costs.", "sourceOrganization": "International Monetary Fund, International Financial Statistics.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "Q.1C0.1C0.C.9A.ALL.PITT.1.ALL.MV.TO1.ALL", "name": "26_Portfolio investment assets", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data on reported portfolio investment assets (equity and debt securities) are sourced from the IMF\u2019s Coordinated Portfolio Investment Survey (CPIS) database.", "sourceOrganization": "IMF", "topics": []}
{"id": "Q.1C0.1C0.C.9A.MOA.RXGT.1.ALL.MV.TO1.ALL", "name": "24_International reserves (excluding gold)", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data on international reserve assets refer to entries published in the world tables of the IMF\u2019s International Financial Statistics (IFS).", "sourceOrganization": "IMF", "topics": []}
{"id": "Q.1C0.1C0.C.9B.IFI.LMIM.1.ALL.NV.SDR.MOA", "name": "07_Multilateral loans, IMF", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data cover total outstanding loans and other liabilities to the IMF as at the end of the reference period. Outstanding IMF credit and loans outstanding\u2014representing the sum of (1) the use of IMF credit within the General Resources Account, (2) outstanding loans under the Structural Adjustment Facility (SAF), the Poverty Reduction and Growth Facility (PRGF) and the Trust Fund, and (3) arrears of interest (if applicable). The data are sourced from IMF records. Data on total IMF credit and loans are also disseminated in the IMF\u2019s statistical publication, International Financial Statistics.", "sourceOrganization": "IMF", "topics": []}
{"id": "Q.1C0.1C0.C.9B.IFI.LMIM.1.STR.NV.SDR.MOA", "name": "13_Multilateral loans, IMF, short term", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data cover total IMF credit and loan obligations (principal and interest) falling due in the next twelve months and the obligations that are in arrears as at the end of the reporting period. The data are denominated in Special Drawing Rights (SDRs) and are converted to US dollars using the end-period exchange rate. The data are sourced from IMF records. ", "sourceOrganization": "IMF", "topics": []}
{"id": "Q.1C0.1C0.C.9B.IFI.SDAL.1.ALL.MV.SDR.MOA", "name": "11_SDR allocation", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "SDRs are international reserve assets created by the IMF and allocated to members to supplement existing official reserves. Holdings of SDRs by an IMF member are recorded as an asset, while the allocation of SDRs is recorded as the incurrence of a liability of the member receiving them. The membership of the SDR Department incurs the asset and liability position among themselves, not with the IMF. The holdings and allocations should be shown gross, rather than netted (Balance of Payments and International Investment Position Manual, sixth edition (BPM6)).", "sourceOrganization": "IMF", "topics": []}
{"id": "Q.1C0.1C0.C.9E.ALL.DSTT.1.ALL.MV.TO1.ALL", "name": "14_Debt securities held by nonresidents", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are sourced from the IMF\u2019s Coordinated Portfolio Investment Survey (CPIS) database. Individual economy data on debt securities held by nonresidents are derived from other economies\u2019 CPIS creditor data. The relevant tables in the CPIS database are 1) derived portfolio investment liabilities: long-term debt securities; and 2) derived portfolio investment liabilities: short-term debt securities.", "sourceOrganization": "IMF", "topics": []}
{"id": "Q.1C0.1C0.C.9E.ALL.DSTT.1.STO.MV.TO1.ALL", "name": "15_Debt securities held by nonresidents, total, short term", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "Short-term debt securities cover such instruments as treasury bills, commercial paper, and bankers' acceptances that usually give the holder the unconditional right to a stated fixed sum of money on a specified date. These instruments are usually traded on organized markets at a discount and have an original term to maturity of one year or less.", "sourceOrganization": "IMF", "topics": []}
{"id": "Q.1C0.1C0.D.9B.MOA.SDHO.1.ALL.MV.SDR.IFI", "name": "25_SDR holdings", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "Holdings of SDRs are international reserve assets created by the IMF to supplement existing reserves. They are valued on the basis of a basket of currencies of four key international currencies and can be used in a wide variety of transactions and operations among official holders. SDRs are allocated to Fund members that are participants in the Fund\u2019s Operations Division for SDRs and Administered Accounts in proportion to their quotas. Data  are sourced from IMF records.", "sourceOrganization": "IMF", "topics": []}
{"id": "Q.1E0.1E0.C.9B.IFI.LMOI.1.ALL.NV.TO1.ALL", "name": "08_Multilateral loans, other institutions", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are sourced from the African Development Bank, Asian Development Bank, and Inter-American Development, and IBRD loans and IDA credits from the World Bank.", "sourceOrganization": "African Development Bank, Asian Development Bank, Inter-American Development, World Bank", "topics": []}
{"id": "Q.1E0.1E0.C.9B.IFI.LMTT.1.ALL.NV.TO1.ALL", "name": "06_Multilateral loans, total", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data represent the sum of loans from the IMF (item 07) and other institutions (item 08).", "sourceOrganization": "African Development Bank, Asian Development Bank, Inter-American Development, IMF, World Bank", "topics": []}
{"id": "Q.5A0.5A0.C.9C.GGO.LOBA.1.ALL.NV.TO1.ALL", "name": "04_Official bilateral loans, aid loans", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "Aid loans cover Official Development Assistance (ODA) loans.\u00a0ODA loans are concessional loans provided by the official sector to countries and territories on the DAC List of ODA Recipients.", "sourceOrganization": "OECD", "topics": []}
{"id": "Q.5A0.5A0.C.9C.GGO.LOBN.1.ALL.NV.TO1.ALL", "name": "05_Official bilateral loans, other", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "Other loans cover official loans other than export credits that do not qualify as ODA, either as they are not for developmental purposes or are insufficiently concessional. Those DAC Members that provide loans, and so hold official debt, notify data on outstanding amounts on these loans to OECD annually under the Creditor Reporting System.", "sourceOrganization": "OECD", "topics": []}
{"id": "Q.5A0.5A0.C.9C.GGO.LOBT.1.ALL.NV.TO1.ALL", "name": "03_Official bilateral loans, total", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data show the outstanding debt on loans, other than direct export credits, extended by governments which are members of the OECD\u2019s Development Assistance Committee (DAC). In addition to straightforward loans, official bilateral loans include loans repayable in kind, and eligible loans in Associated Financing packages.", "sourceOrganization": "OECD", "topics": []}
{"id": "Q.5B0.5B0.C.5A.BKC.ASTT.1.ALL.MX.TO1.ALL", "name": "23_Liabilities to BIS banks, consolidated, total", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data provides total international liabilities (all instruments) to banks that report the BIS Consolidated Banking Statistics. ", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.5B0.5B0.C.5A.BKC.ASTT.1.STR.MX.TO1.ALL", "name": "12_Liabilities to BIS banks (cons.), short term", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are derived from the BIS Consolidated Banking Statistics (CBS), which comprise data on gross consolidated claims of banks resident in the CBS reporting.", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.5B0.5B0.C.5A.BKL.ASTT.1.ALL.MX.TO1.ALL", "name": "22_Liabilities to BIS banks, locational, total", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data provides total cross-border liabilities (all instruments) to banks that report the BIS Locational Banking Statistics. ", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.5B0.5B0.C.5A.BKL.LDPT.1.ALL.NV.TO1.ALL", "name": "01_Cross-border loans from BIS reporting banks", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are derived from the Bank for International Settlements (BIS) Locational Banking Statistics.  ", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.5B0.5B0.C.5A.BKL.LDPT.1.ALL.NV.TO1.NBK", "name": "02_Cross-border loans from BIS banks to nonbanks", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are derived from the Bank for International Settlements (BIS) Locational Banking Statistics.  ", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.5B0.5B0.D.5A.ALL.DFXB.1.ALL.NV.TO1.BMA", "name": "27_Cross-border deposits with BIS rep. banks", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are derived from the BIS locational banking statistics. Deposits with BIS reporting banks are shown in BIS publications as banks' liabilities to their creditors.", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.5B0.5B0.D.5A.NBK.DFXB.1.ALL.NV.TO1.BMA", "name": "28_Cross-border dep. with BIS banks,  nonbanks", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are derived from the BIS locational banking statistics. Deposits with BIS reporting banks are shown in BIS publications as banks' liabilities to their creditors.", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.5B0.5B0.M.3P.ALL.DSIT.1.ALL.NV.TO1.ALL", "name": "16_International debt securities, all maturities", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are derived from the Bank for International Settlements (BIS) International Debt Securities Statistics.  ", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.5B0.5B0.M.3P.ALL.DSIT.1.ALL.NV.TO1.NBK", "name": "17_International debt securities, nonbanks", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are derived from the Bank for International Settlements (BIS) International Debt Securities Statistics, excluding bank issuers.", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.5B0.5B0.M.3P.ALL.DSIT.1.STR.NV.TO1.ALL", "name": "18_International debt securities, short term", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are derived from the Bank for International Settlements (BIS) International Debt Securities Statistics and cover securities with original maturity of up to 12 months.", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.5B0.5B0.M.3P.ALL.DSIT.1.STR.NV.TO1.NBK", "name": "19_Intnl debt securities, nonbanks, short term", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "The data are derived from the Bank for International Settlements (BIS) International Debt Securities Statistics and cover securities with original maturity of up to 12 months, excluding bank issuers.", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.6T0.5B0.C.3P.GGO.PCNO.1.ALL.NV.TO1.GGO", "name": "21_Paris Club claims (non ODA)", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "Amounts due to Paris Club Creditor Countries by foreign sovereign and other public debtors.", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.6T0.5B0.C.3P.GGO.PCOD.1.ALL.NV.TO1.GGO", "name": "20_Paris Club claims (ODA)", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "Amounts due to Paris Club Creditor Countries by foreign sovereign and other public debtors.", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.8A0.5B0.C.5A.ALL.IECE.1.ALL.MX.TO1.ALL", "name": "09_Insured export credit exposures, Berne Union", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "Data refer to Berne Union members\u2019 direct insurance or lending, i.e. amount reinsured by others are not deducted and amounts reinsured by members for others are not added. Countries are defined \u00a0based on ISO 3166-1. Amounts guaranteed by an international financial institution are allocated to that institution, not the country of residence of the borrower or guarantor. Data are stock data, i.e. total outstanding amounts at the end of each quarter (31 March, 30 June, 30 September, and 31 December). Total data include medium/long-term (MLT) exposures and short-term (ST) exposures. ", "sourceOrganization": "BIS", "topics": []}
{"id": "Q.8A0.5B0.C.5A.ALL.IECE.1.STR.MX.TO1.ALL", "name": "10_Insured export credit exposures, short term (BU)", "unit": "", "source": {"id": "54", "value": "Joint External Debt Hub"}, "sourceNote": "ST refers to insured export credits with credit terms up to and including 12 months, except for transactions involving an insured manufacturing (pre-credit) risk with a risk period of more than 12 months, which are classified as medium/long-term  (MLT).", "sourceOrganization": "BIS", "topics": []}
{"id": "REER", "name": "Real Effective Exchange Rate", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Real effective exchange rate is the nominal effective exchange rate (a measure of the value of a currency against a weighted average of several foreign currencies) divided by a price deflator or index of costs.", "sourceOrganization": "World Bank staff calculations based on Datastream and IMF International Finance Statistics data.", "topics": []}
{"id": "RES.DPST.CBK", "name": "Outstanding Deposits of Commercial Banks owned by Regional Government (Province Level, in IDR Million)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Bank Indonesia, Commercial Bank Monthly Report", "topics": []}
{"id": "RESLV.ISV.COPR.03.XD.DB1519", "name": "Resolving insolvency: Commencement of proceedings index (0-3) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The commencement of proceedings index has three components: (i) whether debtors can initiate both liquidation and reorganization proceedings; (ii) whether creditors can initiate both liquidation and reorganization proceedings; and (iii) what standard is used for commence\u00adment of insolvency proceedings.", "sourceOrganization": "", "topics": [{}]}
{"id": "RESLV.ISV.COST.ZS", "name": "Resolving insolvency: Cost (% of estate)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost to resolve insolvency is the cost of the proceedings is recorded as a percentage of the value of the debtor\u2019s estate, including court fees and government levies, fees of insolvency administrators, auctioneers, assessors and lawyers, and all other fees and costs.", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.CPI.04.XD.DB1519", "name": "Resolving insolvency: Creditor participation index (0-4) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The creditor participation index has four components: (i) whether creditors appoint the insolvency representative or approve, ratify or reject the appointment of the insolvency representative; (ii) Whether creditors are required to approve the sale of substantial assets of the debtor in the course of insol\u00advency proceedings; (iii) Whether an individual creditor has the right to access financial information about the debtor during insolvency proceedings; and (iv) Whether an individual creditor can object to a decision of the court or of the insolvency representative to approve or reject claims against the debtor brought by the creditor itself and by other creditors.", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.DB1519.DFRN", "name": "Resolving insolvency - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for resolving insolvency is the simple average of the scores for each of the component indicators: the recovery rate of insolvency proceedings involving domestic entities, as well as the strength of the legal framework applicable to judicial liquidation and reorganization proceedings.", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.DFRN.RCOV.RT", "name": "Resolving insolvency: Recovery rate (cents on the dollar) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for recovery rate benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.DURS.YR", "name": "Resolving insolvency: Time (years)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.MGDA.XD.DB1519", "name": "Resolving insolvency: Management of debtor's assets index (0-6) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The management of debtor's assets index has six components: (i) whether the debtor (or an insolvency representative on its behalf) can continue performing contracts essential to the debtor\u2019s survival; (ii) whether the debtor (or an insolvency representative on its behalf) can reject overly burdensome contracts; (iii) whether undervalued transactions entered into before commencement of insolvency proceedings can be avoided after proceedings are initiated; (iv) whether transactions entered into before commencement of insolvency proceedings that give preference to one or several creditors can be avoided after proceedings are initiated; (v) whether the insolvency framework includes specific provisions that allow the debtor (or an insolvency representa\u00adtive on its behalf), after commencement of insolvency proceedings, to obtain financing necessary to function during the proceedings; and (vi) whether post-commencement finance receives priority over ordinary unse\u00adcured creditors during distribution of assets.", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.OTCM", "name": "Resolving insolvency: Outcome (0 as piecemeal sale and 1 as going concern)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "Outcome records whether the case study company emerges from the proceedings as a going concern (1) or its assets are sold piecemeal (0). If the business continues operating, 100% of the company value is preserved. If the assets are sold piecemeal, the maximum amount that can be recovered is 70% of the value of the company.", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.RCOV.RT", "name": "Resolving insolvency: Recovery rate (cents on the dollar)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The recovery rate is recorded as cents on the dollar recovered by secured creditors through judicial reorganization, liquidation or debt enforcement (foreclosure or receivership) proceedings. The calculation takes into account the outcome: whether the business emerges from the proceedings as a going concern or the assets are sold piecemeal.", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.RCOV.RT.016.DB1519.DFRN", "name": "Resolving insolvency: Strength of insolvency framework index (0-16) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for strength of insolvency framework index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.RK.DB19", "name": "Rank: Resolving insolvency (1=most business-friendly regulations)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ranking of economies on the ease of resolving insolvency is determined by sorting their scores for resolving insolvency.", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.ROPC.03.XD.DB1519", "name": "Reorganization proceedings index (0-3) (DB15-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The reorganization proceedings index has three components: (i) whether the reorganization plan is voted on only by the creditors whose rights are modified or affected by the plan; (ii) whether creditors entitled to vote on the plan are divided into classes, each class votes separately and the creditors within each class are treated equally; and (iii) whether the insolvency framework requires that dissenting creditors receive as much under the reorganization plan as they would have received in liquidation.", "sourceOrganization": "", "topics": []}
{"id": "RESLV.ISV.SOIF.06.DB1519", "name": "Resolving insolvency: Strength of insolvency framework index (0-16)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The strength of insolvency framework index measures the legal framework applicable to judicial liquidation and reorganization proceedings and the extent to which best insolvency practices have been implemented in each economy covered by the Doing Business. This index ranges has four components, the commencement of proceedings index, management of debtor\u2019s assets index, reorganization proceedings index and creditor participation index.", "sourceOrganization": "", "topics": []}
{"id": "RETSALESSA", "name": "Retail Sales Volume,Index,,,", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "REV.DAK.CR", "name": "Total Special Allocation Grant/DAK (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Specific Allocation Grant (DAK) is a fund sourced from revenue in the Central Budget (APBN) allocated to a certain region with the aim of funding special activities of the region in accordance with national priorities. The DAK allocation has a formula component that takes into account the fiscal gap and has a 10 percent matching requirement. The DAK is earmarked for capital spending and cannot be used for research, training, administration, or official travel.", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget) and LKPP (Central Government Financial Report)", "topics": []}
{"id": "REV.DAU.CR", "name": "Total General Allocation Grant/DAU (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The General Allocation Grant (DAU) is a fund sourced from the Central Budget (APBN) allocated to bring equality in the financial capacity among the regions to finance the need of the regions in implementation of decentralization. It is a discretionary block grant designed to equalize the fiscal capacities of sub-national governments. DAU is allocated based on a national formula and is the sum of a basic allocation (which is a portion of the sub-national budget spending on public servant salaries) and the \u201cfiscal gap\u201d of the sub-national government. The \u201cfiscal gap\u201d is the difference between the estimated fiscal needs and fiscal capacity of each region. Fiscal needs are based on regional variables such as population, area, GDP per capita, and human development index. Fiscal capacity is measured by a region\u2019s own-source revenue and a fraction of total revenue-sharing.", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget) and LKPP (Central Government Financial Report)", "topics": []}
{"id": "REV.NRRV.SHR.CR", "name": "Total Natural Resource Revenue Sharing/DBH SDA (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Revenue Sharing Fund (DBH) is a vertical equalization grant, which shares tax and natural resource revenues with all districts with a larger proportion of revenues going to resource-rich districts where the revenues originated. DBH consists of revenue sharing from natural resources (DBH SDA) and taxes (DBH Pajak). DBH SDA comes from fuel, natural gas and geothermal, mining, forestry and fishery.", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "REV.OSRV.CR", "name": "Total Own Source Revenue/PAD (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "REV.OTHR.CR", "name": "Total Other Revenue (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "REV.RV.SHR.CR", "name": "Total Revenue Sharing", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Revenue Sharing Fund (DBH) is a vertical equalization grant, which shares tax, natural resource, and tobacco excise revenues with all districts with a larger proportion of revenues going to resource-rich districts where the revenues originated. DBH consists of revenue sharing from natural resources, taxes, and tobacco excise.", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget) and LKPP (Central Government Financial Report)", "topics": []}
{"id": "REV.TOTL.CR", "name": "Total Revenue (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "REV.TXRV.SHR.CR", "name": "Total Tax Revenue Sharing/DBH Pajak (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The Revenue Sharing Fund (DBH) is a vertical equalization grant, which shares tax and natural resource revenues with all districts with a larger proportion of revenues going to resource-rich districts where the revenues originated. DBH consists of revenue sharing from natural resources and taxes. DBH Pajak come mainly from property tax , acquisition tax of land and buildings and income tax.", "sourceOrganization": "Ministry of Finance, SIKD (Information System for Sub-National Budget)", "topics": []}
{"id": "RL.EST", "name": "Rule of Law: Estimate", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "RL.NO.SRC", "name": "Rule of Law: Number of Sources", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Number of sources indicates the number of underlying data sources on which the aggregate estimate is based.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "RL.PER.RNK", "name": "Rule of Law: Percentile Rank", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "RL.PER.RNK.LOWER", "name": "Rule of Law: Percentile Rank, Lower Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "RL.PER.RNK.UPPER", "name": "Rule of Law: Percentile Rank, Upper Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.    Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "RL.STD.ERR", "name": "Rule of Law: Standard Error", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "ROD.DIST.ASPH.KM", "name": "Length of District Road: Asphalt (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.DIST.BDMG.BM.KM", "name": "Length of District Road: Bad Damage (in km) (Bina Marga Data)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Public Works, Directorate General of Highways (Bina Marga) Statistics", "topics": []}
{"id": "ROD.DIST.BDMG.KM", "name": "Length of District Road: Bad Damage (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.DIST.DIRT.KM", "name": "Length of District Road: Dirt (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.DIST.FAIR.BM.KM", "name": "Length of District Road: Fair (in km) (Bina Marga Data)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Public Works, Directorate General of Highways (Bina Marga) Statistics", "topics": []}
{"id": "ROD.DIST.FAIR.KM", "name": "Length of District Road: Fair (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.DIST.GOOD.BM.KM", "name": "Length of District Road: Good (in km) (Bina Marga Data)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Public Works, Directorate General of Highways (Bina Marga) Statistics", "topics": []}
{"id": "ROD.DIST.GOOD.KM", "name": "Length of District Road: Good (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.DIST.GRAVL.KM", "name": "Length of District Road: Gravel (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.DIST.LDMG.BM.KM", "name": "Length of District Road: Light Damage (in km) (Bina Marga Data)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Public Works, Directorate General of Highways (Bina Marga) Statistics", "topics": []}
{"id": "ROD.DIST.LDMG.KM", "name": "Length of District Road: Light Damage (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.DIST.OTHR.KM", "name": "Length of District Road: Other (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.NATL.ASPH.KM", "name": "Length of National Road: Asphalt (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.NATL.BDMG.KM", "name": "Length of National Road: Bad Damage (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.NATL.DIRT.KM", "name": "Length of National Road: Dirt (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.NATL.FAIR.KM", "name": "Length of National Road: Fair (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.NATL.GOOD.KM", "name": "Length of National Road: Good (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.NATL.GRAVL.KM", "name": "Length of National Road: Gravel (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.NATL.LDMG.KM", "name": "Length of National Road: Light Damage (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.NATL.OTHR.KM", "name": "Length of National Road: Other (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.PROV.ASPH.KM", "name": "Length of Province Road: Asphalt (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.PROV.BDMG.KM", "name": "Length of Province Road: Bad Damage (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.PROV.DIRT.KM", "name": "Length of Province Road: Dirt (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.PROV.FAIR.KM", "name": "Length of Province Road: Fair (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.PROV.GOOD.KM", "name": "Length of Province Road: Good (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.PROV.GRAVL.KM", "name": "Length of Province Road: Gravel (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.PROV.LDMG.KM", "name": "Length of Province Road: Light Damage (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.PROV.OTHR.KM", "name": "Length of Province Road: Other (in km) (BPS Data, Province only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "ROD.VILG.ASPH.ZS", "name": "Villages with road: Asphalt (in % of total villages)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "ROD.VILG.DIRT.ZS", "name": "Villages with road: Dirt (in % of total villages)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "ROD.VILG.GRAVL.ZS", "name": "Villages with road: Gravel (in % of total villages)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "ROD.VILG.OTHR.ZS", "name": "Villages with road: Other (in % of total villages)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "RQ.EST", "name": "Regulatory Quality: Estimate", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "RQ.NO.SRC", "name": "Regulatory Quality: Number of Sources", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. umber of sources indicates the number of underlying data sources on which the aggregate estimate is based.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "RQ.PER.RNK", "name": "Regulatory Quality: Percentile Rank", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "RQ.PER.RNK.LOWER", "name": "Regulatory Quality: Percentile Rank, Lower Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "RQ.PER.RNK.UPPER", "name": "Regulatory Quality: Percentile Rank, Upper Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "RQ.STD.ERR", "name": "Regulatory Quality: Standard Error", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "s_loans_A1", "name": "Outstanding loans per 1,000 adults", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "s_policyholders_B2_life", "name": "Insurance policy holders per 1,000 adults (life)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "Denotes the total number of life insurance policy holders (resident) that are resident nonfinancial corporations (public and private) and households for every 1,000 adults in the reporting country. Calculated as (number of life insurance policy holders)*1", "sourceOrganization": "International Monetary Fund, Financial Access Survey.", "topics": []}
{"id": "s_policyholders_B2_nonlife", "name": "Insurance policy holders per 1,000 adults (non-life)", "unit": "", "source": {"id": "33", "value": "G20 Financial Inclusion Indicators"}, "sourceNote": "Denotes the total number of non-life insurance policy holders (resident) that are resident nonfinancial corporations (public and private) and households for every 1,000 adults in the reporting country. Calculated as (number of non-life insurance policy ho", "sourceOrganization": "International Monetary Fund, Financial Access Survey.", "topics": []}
{"id": "SABER.EMIS.GOAL1", "name": "SABER: (Education Management Information Systems) Policy Goal 1: Enabling Environment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL1.LVL1", "name": "SABER: (Education Management Information Systems) Policy Goal 1 Lever 1: Legal Framework", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL1.LVL2", "name": "SABER: (Education Management Information Systems) Policy Goal 1 Lever 2: Organizational Structure", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL1.LVL3", "name": "SABER: (Education Management Information Systems) Policy Goal 1 Lever 3: Human Resources", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL1.LVL4", "name": "SABER: (Education Management Information Systems) Policy Goal 1 Lever 4: Infrastructural capacity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL1.LVL5", "name": "SABER: (Education Management Information Systems) Policy Goal 1 Lever 5: Budget", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL1.LVL6", "name": "SABER: (Education Management Information Systems) Policy Goal 1 Lever 6: Data-driven Culture", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL2", "name": "SABER: (Education Management Information Systems) Policy Goal 2: System Soundness", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL2.LVL1", "name": "SABER: (Education Management Information Systems) Policy Goal 2 Lever 1: Data Architecture", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL2.LVL2", "name": "SABER: (Education Management Information Systems) Policy Goal 2 Lever 2: Data Coverage", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL2.LVL3", "name": "SABER: (Education Management Information Systems) Policy Goal 2 Lever 3: Data Analytics", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL2.LVL4", "name": "SABER: (Education Management Information Systems) Policy Goal 2 Lever 4: Dynamic System", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL2.LVL5", "name": "SABER: (Education Management Information Systems) Policy Goal 2 Lever 5: Serviceability", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL3", "name": "SABER: (Education Management Information Systems) Policy Goal 3: Quality data", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL3.LVL1", "name": "SABER: (Education Management Information Systems) Policy Goal 3 Lever 1: Methodological Soundness", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL3.LVL2", "name": "SABER: (Education Management Information Systems) Policy Goal 3 Lever 2: Accuracy and Reliability", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL3.LVL3", "name": "SABER: (Education Management Information Systems) Policy Goal 3 Lever 3: Integrity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL3.LVL4", "name": "SABER: (Education Management Information Systems) Policy Goal 3 Lever 4: Periodicity and Timeliness", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL4", "name": "SABER: (Education Management Information Systems) Policy Goal 4: Utilization in decision making", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL4.LVL1", "name": "SABER: (Education Management Information Systems) Policy Goal 4 Lever 1: Openness", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL4.LVL2", "name": "SABER: (Education Management Information Systems) Policy Goal 4 Lever 2: Operational Use", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL4.LVL3", "name": "SABER: (Education Management Information Systems) Policy Goal 4 Lever 3: Accessibility", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.EMIS.GOAL4.LVL4", "name": "SABER: (Education Management Information Systems) Policy Goal 4 Lever 4: Effectiveness in Disseminating Findings", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL1", "name": "SABER: (Early Childhood Development) Policy Goal 1: Establishing an Enabling Environment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL1.LVL1", "name": "SABER: (Early Childhood Development) Policy Goal 1 Lever 1: Legal Framework", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL1.LVL2", "name": "SABER: (Early Childhood Development) Policy Goal 1 Lever 2: Inter-sectoral Coordination", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL1.LVL3", "name": "SABER: (Early Childhood Development) Policy Goal 1 Lever 3: Finance", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL2", "name": "SABER: (Early Childhood Development) Policy Goal 2: Implementing Widely", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL2.LVL1", "name": "SABER: (Early Childhood Development) Policy Goal 2 Lever 1: Scope of Programs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL2.LVL2", "name": "SABER: (Early Childhood Development) Policy Goal 2 Lever 2: Coverage", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL2.LVL3", "name": "SABER: (Early Childhood Development) Policy Goal 2 Lever 3: Equity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL3", "name": "SABER: (Early Childhood Development) Policy Goal 3: Monitoring and Assuring Quality", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{}]}
{"id": "SABER.ERL.CHLD.GOAL3.LVL1", "name": "SABER: (Early Childhood Development) Policy Goal 3 Lever 1: Data Availability", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL3.LVL2", "name": "SABER: (Early Childhood Development) Policy Goal 3 Lever 2: Quality Standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.ERL.CHLD.GOAL3.LVL3", "name": "SABER: (Early Childhood Development) Policy Goal 3 Lever 3: Compliance with Standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.GRVT.GOAL5", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 5: Encouraging innovation by providers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL5.LVL1", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 5 Lever 1: Teacher standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL5.LVL2", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 5 Lever 2: Appointment and deployment of teachers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL5.LVL3", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 5 Lever 3: Teacher salaries", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL5.LVL4", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 5 Lever 4: Teacher dismissal", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL5.LVL5", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 5 Lever 5: Curriculum delivery", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL5.LVL6", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 5 Lever 6: Classroom resourcing", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL5.LVL7", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 5 Lever 7: Budget autonomy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL6", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 6: Holding schools accountable", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL6.LVL1", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 6 Lever 1: Student standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL6.LVL2", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 6 Lever 2: Student assessment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL6.LVL3", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 6 Lever 3: Financial reporting", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL6.LVL4", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 6 Lever 4: Inspection", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL6.LVL5", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 6 Lever 5: Improvement planning ", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL6.LVL6", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 6 Lever 6: Sanctions and rewards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL7", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 7: Empowering all parents, students, and communities", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL7.LVL1", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 7 Lever 1: Information", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL7.LVL2", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 7 Lever 2: Voice", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL7.LVL3", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 7 Lever 3: Selection", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL7.LVL4", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 7 Lever 4: Contributions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL8", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 8: Promoting diversity of supply", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL8.LVL1", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 8 Lever 1: Ownership", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL8.LVL2", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 8 Lever 2: Certification standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL8.LVL3", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 8 Lever 3: Market entry information", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL8.LVL4", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 8 Lever 4: Regulatory fees", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL8.LVL5", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 8 Lever 5: Funding", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL8.LVL6", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 8 Lever 6: Incentives", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.GRVT.GOAL8.LVL7", "name": "SABER: (Engaging the Private Sector, Government funded) Policy Goal 8 Lever 7: Planning", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.HLTH.GOAL1", "name": "SABER: (School Health and School Feeding) Feeding Policy Goal 1: Policy Frameworks", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.HLTH.GOAL2", "name": "SABER: (School Health and School Feeding) Feeding Policy Goal 2: Financial Capacity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.HLTH.GOAL3", "name": "SABER: (School Health and School Feeding) Feeding Policy Goal 3: Institutional Capacity and Coordination", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.HLTH.GOAL4", "name": "SABER: (School Health and School Feeding) Feeding Policy Goal 4: Design and Implementation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.HLTH.GOAL5", "name": "SABER: (School Health and School Feeding) Feeding Policy Goal 5: Community Roles\u2013Reaching Beyond Schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.HLTH.GOAL6", "name": "SABER: (School Health and School Feeding) Health Policy Goal 1: Health-related school policies", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.HLTH.GOAL7", "name": "SABER: (School Health and School Feeding) Health Policy Goal 2: Safe, Supportive School Environments", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.HLTH.GOAL8", "name": "SABER: (School Health and School Feeding) Health Policy Goal 3: School-Based Health and Nutrition Services", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.HLTH.GOAL9", "name": "SABER: (School Health and School Feeding) Health Policy Goal 4: Skills-Based Health Education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL1", "name": "SABER: (Engaging the Private Sector) Policy Goal 1: Encouraging innovation by providers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL1.LVL1", "name": "SABER: (Engaging the Private Sector) Policy Goal 1 Lever 1: Teacher standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL1.LVL2", "name": "SABER: (Engaging the Private Sector) Policy Goal 1 Lever 2: Teacher appointment and deployment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL1.LVL3", "name": "SABER: (Engaging the Private Sector) Policy Goal 1 Lever 3: Teacher salaries", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL1.LVL4", "name": "SABER: (Engaging the Private Sector) Policy Goal 1 Lever 4: Teacher dismissal", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL1.LVL5", "name": "SABER: (Engaging the Private Sector) Policy Goal 1 Lever 5: Curriculum Delivery", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL1.LVL6", "name": "SABER: (Engaging the Private Sector) Policy Goal 1 Lever 6: Classroom resourcing", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL2", "name": "SABER: (Engaging the Private Sector) Policy Goal 2: Holding schools accountable", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL2.LVL1", "name": "SABER: (Engaging the Private Sector) Policy Goal 2 Lever 1: Student standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL2.LVL2", "name": "SABER: (Engaging the Private Sector) Policy Goal 2 Lever 2: Student assessment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL2.LVL3", "name": "SABER: (Engaging the Private Sector) Policy Goal 2 Lever 3: Inspection", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL2.LVL4", "name": "SABER: (Engaging the Private Sector) Policy Goal 2 Lever 4: Improvement planning", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL2.LVL5", "name": "SABER: (Engaging the Private Sector) Policy Goal 2 Lever 5: Sanctions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL3", "name": "SABER: (Engaging the Private Sector) Policy Goal 3: Empowering all parents, students, and communities", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL3.LVL1", "name": "SABER: (Engaging the Private Sector) Policy Goal 3 Lever 1: Information", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL3.LVL2", "name": "SABER: (Engaging the Private Sector) Policy Goal 3 Lever 2: Voice", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL3.LVL3", "name": "SABER: (Engaging the Private Sector) Policy Goal 3 Lever 3: Financial Support", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL4", "name": "SABER: (Engaging the Private Sector) Policy Goal 4: Promoting diversity of supply", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL4.LVL1", "name": "SABER: (Engaging the Private Sector) Policy Goal 4 Lever 1: Tuition fees", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL4.LVL2", "name": "SABER: (Engaging the Private Sector) Policy Goal 4 Lever 2: Ownership", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL4.LVL3", "name": "SABER: (Engaging the Private Sector) Policy Goal 4 Lever 3: Certification standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL4.LVL4", "name": "SABER: (Engaging the Private Sector) Policy Goal 4 Lever 4: Market entry", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.PRVT.GOAL4.LVL5", "name": "SABER: (Engaging the Private Sector) Policy Goal 4 Lever 5: Regulatory fees", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL1", "name": "SABER: (School Autonomy Accountability) Policy Goal 1: Level of autonomy in the planning and management of school budget", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL1.LVL1", "name": "SABER: (School Autonomy Accountability) Policy Goal 1 Lever 1: Legal authority over the management of the operational budget", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL1.LVL2", "name": "SABER: (School Autonomy Accountability) Policy Goal 1 Lever 2: Legal authority over the management of the non-teaching staff salaries", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL1.LVL3", "name": "SABER: (School Autonomy Accountability) Policy Goal 1 Lever 3: Legal authority over the management of teacher salaries", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL1.LVL4", "name": "SABER: (School Autonomy Accountability) Policy Goal 1 Lever 4: Legal authority to raise additional funds for the school", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL1.LVL5", "name": "SABER: (School Autonomy Accountability) Policy Goal 1 Lever 5: Collaborative budget planning", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL2", "name": "SABER: (School Autonomy Accountability) Policy Goal 2: Level of autonomy in personnel management", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL2.LVL1", "name": "SABER: (School Autonomy Accountability) Policy Goal 2 Lever 1: Autonomy in teacher appointment and deployment decisions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL2.LVL2", "name": "SABER: (School Autonomy Accountability) Policy Goal 2 Lever 2: Autonomy in non-teaching staff appointment and deployment decisions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL2.LVL3", "name": "SABER: (School Autonomy Accountability) Policy Goal 2 Lever 3: Autonomy in school principal appointment and deployment decisions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL3", "name": "SABER: (School Autonomy Accountability) Policy Goal 3: Role of the school council on school governance", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL3.LVL1", "name": "SABER: (School Autonomy Accountability) Policy Goal 3 Lever 1: Participation of the school councils in budget preparation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL3.LVL2", "name": "SABER: (School Autonomy Accountability) Policy Goal 3 Lever 2: Participation of the school councils in financial oversight", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL3.LVL3", "name": "SABER: (School Autonomy Accountability) Policy Goal 3 Lever 3: Participation of the school councils in personnel management", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL3.LVL4", "name": "SABER: (School Autonomy Accountability) Policy Goal 3 Lever 4: Participation of the school councils in school activities", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL3.LVL5", "name": "SABER: (School Autonomy Accountability) Policy Goal 3 Lever 5: Participation of the school councils in learning inputs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL3.LVL6", "name": "SABER: (School Autonomy Accountability) Policy Goal 3 Lever 6: Transparency in community participation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL4", "name": "SABER: (School Autonomy Accountability) Policy Goal 4: School and student assessment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL4.LVL1", "name": "SABER: (School Autonomy Accountability) Policy Goal 4 Lever 1: Existence and Frequency of school assessments", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL4.LVL2", "name": "SABER: (School Autonomy Accountability) Policy Goal 4 Lever 2: Use of school assessments for making school adjustments", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL4.LVL3", "name": "SABER: (School Autonomy Accountability) Policy Goal 4 Lever 3: Existence and Frequency of standardized student assessments", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL4.LVL4", "name": "SABER: (School Autonomy Accountability) Policy Goal 4 Lever 4: Use of standardized student assessments for pedagogical, operational, and personnel adjustments", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL4.LVL5", "name": "SABER: (School Autonomy Accountability) Policy Goal 4 Lever 5: Publication of student assessments", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL5", "name": "SABER: (School Autonomy Accountability) Policy Goal 5: School Accountability", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL5.LVL1", "name": "SABER: (School Autonomy Accountability) Policy Goal 5 Lever 1:  Guidelines for the use of results of student assessments", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL5.LVL2", "name": "SABER: (School Autonomy Accountability) Policy Goal 5 Lever 2:  Analysis of school and student performan", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL5.LVL3", "name": "SABER: (School Autonomy Accountability) Policy Goal 5 Lever 3:  Degree of Financial accountability at the central level, regional, municipal, local and school level", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL5.LVL4", "name": "SABER: (School Autonomy Accountability) Policy Goal 5 Lever 4: Degree of Accountability in school operations", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.ATNM.GOAL5.LVL5", "name": "SABER: (School Autonomy Accountability) Policy Goal 5 Lever 5: Degree of learning accountability", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL1", "name": "SABER: (School Finance) Policy Goal 1: Ensuring adequacy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL1.LVL1", "name": "SABER: (School Finance) Policy Goal 1 Lever 1:  Are ther policies and systems set up to provide basic educational inputs to all?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL1.LVL2", "name": "SABER: (School Finance) Policy Goal 1 Lever 2: Are there basic educational inputs for all primary school students?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL2", "name": "SABER: (School Finance) Policy Goal 2: Monitoring learning conditions and outcomes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL2.LVL1", "name": "SABER: (School Finance) Policy Goal 2 Lever 1: Does the government provide more resources to students from disadvantaged backgrounds?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL2.LVL2", "name": "SABER: (School Finance) Policy Goal 2 Lever 2: Do payments for schooling represent a high share of income for low income households?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL3", "name": "SABER: (School Finance) Policy Goal 3: Overseeing service delivery", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL3.LVL1", "name": "SABER: (School Finance) Policy Goal 3 Lever 1: Are resources allocated and disbursed in a manner that is transparent and effective?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{}]}
{"id": "SABER.SCH.FNNC.GOAL3.LVL2", "name": "SABER: (School Finance) Policy Goal 3 Lever 2: Do monitoring and auditing processes encourage accountability in the use of funding?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL4", "name": "SABER: (School Finance) Policy Goal 4: Budgeting with adequate and transparent information", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL4.LVL1", "name": "SABER: (School Finance) Policy Goal 4 Lever 1: Is there an informed budget process?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL4.LVL2", "name": "SABER: (School Finance) Policy Goal 4 Lever 2: Is the budget comprehensive and transparent?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL5", "name": "SABER: (School Finance) Policy Goal 5: Providing more resources to students who need them", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL5.LVL1", "name": "SABER: (School Finance) Policy Goal 5 Lever 1: Are more public resources available to students from disadvantaged backgrounds?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL5.LVL2", "name": "SABER: (School Finance) Policy Goal 5 Lever 2: Do payments for schooling represent a small share of income for low income families?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL6", "name": "SABER: (School Finance) Policy Goal 6: Managing resources efficiently", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL6.LVL1", "name": "SABER: (School Finance) Policy Goal 6 Lever 1: Are there systems in place to verify the use of educational resources?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.SCH.FNNC.GOAL6.LVL2", "name": "SABER: (School Finance) Policy Goal 6 Lever 2: Are education expenditures audited?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL1", "name": "SABER: (Student Assessment) Policy Goal 1: Classroom Assessment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL1.LVL1", "name": "SABER: (Student Assessment) Policy Goal 1 Lever 1: Enabling Context and System Alignment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL1.LVL2", "name": "SABER: (Student Assessment) Policy Goal 1 Lever 2: Assessment Quality", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL2", "name": "SABER: (Student Assessment) Policy Goal 2: Examinations", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL2.LVL1", "name": "SABER: (Student Assessment) Policy Goal 2 Lever 1: Enabling Context", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL2.LVL2", "name": "SABER: (Student Assessment) Policy Goal 2 Lever 2: System Alignment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL2.LVL3", "name": "SABER: (Student Assessment) Policy Goal 2 Lever 3: Assessment Quality", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL3", "name": "SABER: (Student Assessment) Policy Goal 3: National Large-Scale Assessment (NLSA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL3.LVL1", "name": "SABER: (Student Assessment) Policy Goal 3 Lever 1: Enabling Context", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL3.LVL2", "name": "SABER: (Student Assessment) Policy Goal 3 Lever 2: System Alignment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL3.LVL3", "name": "SABER: (Student Assessment) Policy Goal 3 Lever 3: Assessment Quality", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL4", "name": "SABER: (Student Assessment) Policy Goal 4: International Large-Scale Assessment (ILSA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL4.LVL1", "name": "SABER: (Student Assessment) Policy Goal 4 Lever 1: Enabling Context", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL4.LVL2", "name": "SABER: (Student Assessment) Policy Goal 4 Lever 2: System Alignment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.STD.ASS.GOAL4.LVL3", "name": "SABER: (Student Assessment) Policy Goal 4 Lever 3: Assessment Quality", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL1", "name": "SABER: (Teachers) Policy Goal 1: Setting clear expectations for teachers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL1.LVL1", "name": "SABER: (Teachers) Policy Goal 1 Lever 1: Are there clear expectations for teachers?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL1.LVL2", "name": "SABER: (Teachers) Policy Goal 1 Lever 2: Is there useful guidance on the use of teachers' working time?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL2", "name": "SABER: (Teachers) Policy Goal 2: Attracting the best into teaching", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL2.LVL1", "name": "SABER: (Teachers) Policy Goal 2 Lever 1: Are entry requirements set up to attract talented candidates?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL2.LVL2", "name": "SABER: (Teachers) Policy Goal 2 Lever 2: Is teacher pay appealing for talented candidates?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL2.LVL3", "name": "SABER: (Teachers) Policy Goal 2 Lever 3: Are working conditions appealing for talented applicants?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL2.LVL4", "name": "SABER: (Teachers) Policy Goal 2 Lever 4: Are there attractive career opportunities?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL3", "name": "SABER: (Teachers) Policy Goal 3: Preparing teachers with useful Training and experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL3.LVL1", "name": "SABER: (Teachers) Policy Goal 3 Lever 1: Are there minimum standards for pre-service teaching education programs?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL3.LVL2", "name": "SABER: (Teachers) Policy Goal 3 Lever 2: To what extent are teacher-entrants required to be familiar with classroom practice?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL4", "name": "SABER: (Teachers) Policy Goal 4: Matching teachers' skills with students' needs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL4.LVL1", "name": "SABER: (Teachers) Policy Goal 4 Lever 1: Are there incentives for teachers to work at hard-to-staff schools?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL4.LVL2", "name": "SABER: (Teachers) Policy Goal 4 Lever 2: Are there incentives for teachers to teach critical shortage subjects?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL5", "name": "SABER: (Teachers) Policy Goal 5: Leading teachers with strong principals", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL5.LVL1", "name": "SABER: (Teachers) Policy Goal 5 Lever 1: Does the education system invest in developing qualified school leaders?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL5.LVL2", "name": "SABER: (Teachers) Policy Goal 5 Lever 2: Are principals expected to support and improve instructional practice?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL6", "name": "SABER: (Teachers) Policy Goal 6: Monitoring teaching and learning", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL6.LVL1", "name": "SABER: (Teachers) Policy Goal 6 Lever 1: Are there systems in place to assess student learning in order to inform teaching and policy?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL6.LVL2", "name": "SABER: (Teachers) Policy Goal 6 Lever 2: Are there systems in place to monitor teacher performance?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL6.LVL3", "name": "SABER: (Teachers) Policy Goal 6 Lever 3: Are there multiple mechanisms to evaluate teacher performance?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL7", "name": "SABER: (Teachers) Policy Goal 7: Supporting teachers to improve instruction", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL7.LVL1", "name": "SABER: (Teachers) Policy Goal 7 Lever 1: Are there opportunities for professional development?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL7.LVL2", "name": "SABER: (Teachers) Policy Goal 7 Lever 2: Is teacher professional development collaborative and focused on instructional improvement?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL7.LVL3", "name": "SABER: (Teachers) Policy Goal 7 Lever 3: Is teacher professional development assigned based on perceived needs?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL8", "name": "SABER: (Teachers) Policy Goal 8: Motivating teachers to perform", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL8.LVL1", "name": "SABER: (Teachers) Policy Goal 8 Lever 1: Are career opportunities linked to performance?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL8.LVL2", "name": "SABER: (Teachers) Policy Goal 8 Lever 2: Are there mechanisms to hold teachers accountable?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TECH.GOAL8.LVL3", "name": "SABER: (Teachers) Policy Goal 8 Lever 3: Is teacher compensation linked to performance?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.TER.GOAL1", "name": "SABER: (Tertiary Education) Policy Goal 1: Vision for Tertiary Education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL1.LVL1", "name": "SABER: (Tertiary Education) Policy Goal 1 Lever 1: Clear vision", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL2", "name": "SABER: (Tertiary Education) Policy Goal 2: Regulatory Framework for Tertiary Education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL2.LVL1", "name": "SABER: (Tertiary Education) Policy Goal 2 Lever 1: Steering the system", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL3", "name": "SABER: (Tertiary Education) Policy Goal 3: Governance", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL3.LVL1", "name": "SABER: (Tertiary Education) Policy Goal 3 Lever 1: Articulation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL3.LVL2", "name": "SABER: (Tertiary Education) Policy Goal 3 Lever 2: Institutional autonomy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL4", "name": "SABER: (Tertiary Education) Policy Goal 4: Finance", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL4.LVL1", "name": "SABER: (Tertiary Education) Policy Goal 4 Lever 1: Coverage of resource allocation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL4.LVL2", "name": "SABER: (Tertiary Education) Policy Goal 4 Lever 2: Resource allocation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL4.LVL3", "name": "SABER: (Tertiary Education) Policy Goal 4 Lever 3: Resource utilization (Equity)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL5", "name": "SABER: (Tertiary Education) Policy Goal 5: Quality Assurance", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL5.LVL1", "name": "SABER: (Tertiary Education) Policy Goal 5 Lever 1: Accreditation and Institutional Quality Standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL5.LVL2", "name": "SABER: (Tertiary Education) Policy Goal 5 Lever 2: Tertiary Education Management Information", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SABER.TER.GOAL6", "name": "SABER: (Tertiary Education) Policy Goal 6: The Relevance of Tertiary Education for Economic and Social Needs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL6.LVL1", "name": "SABER: (Tertiary Education) Policy Goal 6 Lever 1: Economic Development", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL6.LVL2", "name": "SABER: (Tertiary Education) Policy Goal 6 Lever 2: Fostering RDI and Innovation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.TER.GOAL6.LVL3", "name": "SABER: (Tertiary Education) Policy Goal 6 Lever 3: Fostering Social and Cultural Development and Environmental Protection and Sustainability", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SABER.WORK.GOAL1", "name": "SABER: (Workforce Development) Policy Goal 1: Strategic Framework", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL1.LVL1", "name": "SABER: (Workforce Development) Policy Goal 1 Lever 1: Setting a Strategic Direction", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL1.LVL2", "name": "SABER: (Workforce Development) Policy Goal 1 Lever 2: Fostering a Demand-Driven Approach", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL1.LVL3", "name": "SABER: (Workforce Development) Policy Goal 1 Lever 3: Strengthening Critical Coordination", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL2", "name": "SABER: (Workforce Development) Policy Goal 2: System Oversight", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL2.LVL1", "name": "SABER: (Workforce Development) Policy Goal 2 Lever 1: Ensuring Efficiency and Equity in Funding", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL2.LVL2", "name": "SABER: (Workforce Development) Policy Goal 2 Lever 2: Assuring Relevant and Reliable Standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL2.LVL3", "name": "SABER: (Workforce Development) Policy Goal 2 Lever 3: Diversifying Pathways for Skills Acquisition", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL3", "name": "SABER: (Workforce Development) Policy Goal 3: Service Delivery", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL3.LVL1", "name": "SABER: (Workforce Development) Policy Goal 3 Lever 1: Enabling Diversity and Excellence in Training Provision", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL3.LVL2", "name": "SABER: (Workforce Development) Policy Goal 3 Lever 2: Fostering Relevance in Public Training Programs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "SABER.WORK.GOAL3.LVL3", "name": "SABER: (Workforce Development) Policy Goal 3 Lever 3: Enhancing Evidence-based Accountability for Results", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Data Interpretation: 1=Latent; 2=Emerging; 3=Established; 4=Advanced. For additional information, visit the SABER: (website: http://saber.worldbank.org/index.cfm", "sourceOrganization": "Systems Approach for Better Education Results (SABER), World Bank", "topics": []}
{"id": "save.any", "name": "Saved any money (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year.", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.1", "name": "Saved any money, female (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, female (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.10", "name": "Saved any money, urban (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, urban (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.11", "name": "Saved any money, out of labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, out of labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.12", "name": "Saved any money, in labor force (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, in labor force (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.2", "name": "Saved any money, male (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, male (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.3", "name": "Saved any money, young (% ages 15-24)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, young (% ages 15-24)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.4", "name": "Saved any money, older (% age 25+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, older (% age 25+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.5", "name": "Saved any money, primary education or less (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, primary education or less (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.6", "name": "Saved any money, secondary education or more (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, secondary education or more (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.7", "name": "Saved any money, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, poorest 40% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.8", "name": "Saved any money, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, richest 60% (% ages 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "save.any.9", "name": "Saved any money, rural (% age 15+)", "unit": "", "source": {"id": "28", "value": "Global Financial Inclusion"}, "sourceNote": "The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past year, rural (% age 15+)", "sourceOrganization": "Global Findex database", "topics": []}
{"id": "SD.ESR.PERF.XQ", "name": "Economic and Social Rights Performance Score", "unit": "", "source": {"id": "75", "value": "Environment, Social and Governance (ESG) Data"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.ADT.1524.IL.FE.ZS", "name": "Illiteracy rate, youth female (% of females ages 15-24)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.ADT.1524.IL.MA.ZS", "name": "Illiteracy rate, youth male (% of males ages 15-24)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "SE.ADT.1524.IL.ZS", "name": "Illiteracy rate, youth total (% of people ages 15-24)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.ADT.1524.LT.FE.ZS", "name": "Literacy rate, youth female (% of females ages 15-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.ADT.1524.LT.FM.ZS", "name": "Literacy rate, youth (ages 15-24), gender parity index (GPI)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SE.ADT.1524.LT.MA.ZS", "name": "Literacy rate, youth male (% of males ages 15-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.ADT.1524.LT.ZS", "name": "Literacy rate, youth total (% of people ages 15-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.ADT.ILIT.FE.ZS", "name": "Illiteracy rate, adult female (% of females ages 15 and above)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.ADT.ILIT.MA.ZS", "name": "Illiteracy rate, adult male (% of males ages 15 and above)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.ADT.ILIT.ZS", "name": "Illiteracy rate, adult total (% of people ages 15 and above)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.ADT.LITR.FE.ZS", "name": "Literacy rate, adult female (% of females ages 15 and above)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "17", "value": "Gender"}, {"id": "4", "value": "Education "}]}
{"id": "SE.ADT.LITR.MA.ZS", "name": "Literacy rate, adult male (% of males ages 15 and above)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.ADT.LITR.ZS", "name": "Literacy rate, adult total (% of people ages 15 and above)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
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{"id": "SE.CLO.15Y.LDGAP.M.PS.2000.2", "name": "Learning Deprivation Gap;PISA 2000 for grade 15Y using MPL Level 2 for math, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Gap, that measures the average distance of a learning deprived child to the minimum proficiency level and indicates the average increase in learning required to eliminate learning deprivation.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2000.3", "name": "Learning Deprivation Gap;PISA 2000 for grade 15Y using MPL Level 2 for math, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Gap, that measures the average distance of a learning deprived child to the minimum proficiency level and indicates the average increase in learning required to eliminate learning deprivation.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2000.4", "name": "Learning Deprivation Gap;PISA 2000 for grade 15Y using MPL Level 2 for math, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Gap, that measures the average distance of a learning deprived child to the minimum proficiency level and indicates the average increase in learning required to eliminate learning deprivation.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2000.5", "name": "Learning Deprivation Gap;PISA 2000 for grade 15Y using MPL Level 2 for math, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Gap, that measures the average distance of a learning deprived child to the minimum proficiency level and indicates the average increase in learning required to eliminate learning deprivation.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2000.A", "name": "Learning Deprivation Gap;PISA 2000 for grade 15Y using MPL Level 2 for math", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Gap, that measures the average distance of a learning deprived child to the minimum proficiency level and indicates the average increase in learning required to eliminate learning deprivation.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2000.F", "name": "Learning Deprivation Gap;PISA 2000 for grade 15Y using MPL Level 2 for math, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Gap, that measures the average distance of a learning deprived child to the minimum proficiency level and indicates the average increase in learning required to eliminate learning deprivation.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2000.M", "name": "Learning Deprivation Gap;PISA 2000 for grade 15Y using MPL Level 2 for math, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Gap, that measures the average distance of a learning deprived child to the minimum proficiency level and indicates the average increase in learning required to eliminate learning deprivation.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2000.R", "name": "Learning Deprivation Gap;PISA 2000 for grade 15Y using MPL Level 2 for math, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Gap, that measures the average distance of a learning deprived child to the minimum proficiency level and indicates the average increase in learning required to eliminate learning deprivation.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2000.U", "name": "Learning Deprivation Gap;PISA 2000 for grade 15Y using MPL Level 2 for math, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Gap, that measures the average distance of a learning deprived child to the minimum proficiency level and indicates the average increase in learning required to eliminate learning deprivation.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2006.1", "name": "Learning Deprivation Gap;PISA 2006 for grade 15Y using MPL Level 2 for math, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2006.2", "name": "Learning Deprivation Gap;PISA 2006 for grade 15Y using MPL Level 2 for math, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2006.3", "name": "Learning Deprivation Gap;PISA 2006 for grade 15Y using MPL Level 2 for math, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2006.4", "name": "Learning Deprivation Gap;PISA 2006 for grade 15Y using MPL Level 2 for math, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2006.5", "name": "Learning Deprivation Gap;PISA 2006 for grade 15Y using MPL Level 2 for math, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDGAP.M.PS.2006.F", "name": "Learning Deprivation Gap;PISA 2006 for grade 15Y using MPL Level 2 for math, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2006.M", "name": "Learning Deprivation Gap;PISA 2006 for grade 15Y using MPL Level 2 for math, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2006.R", "name": "Learning Deprivation Gap;PISA 2006 for grade 15Y using MPL Level 2 for math, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2006.U", "name": "Learning Deprivation Gap;PISA 2006 for grade 15Y using MPL Level 2 for math, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2009.1", "name": "Learning Deprivation Gap;PISA 2009 for grade 15Y using MPL Level 2 for math, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2009.2", "name": "Learning Deprivation Gap;PISA 2009 for grade 15Y using MPL Level 2 for math, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2009.3", "name": "Learning Deprivation Gap;PISA 2009 for grade 15Y using MPL Level 2 for math, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2009.4", "name": "Learning Deprivation Gap;PISA 2009 for grade 15Y using MPL Level 2 for math, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2009.5", "name": "Learning Deprivation Gap;PISA 2009 for grade 15Y using MPL Level 2 for math, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDGAP.M.PS.2009.U", "name": "Learning Deprivation Gap;PISA 2009 for grade 15Y using MPL Level 2 for math, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2012.1", "name": "Learning Deprivation Gap;PISA 2012 for grade 15Y using MPL Level 2 for math, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDGAP.M.PS.2015.1", "name": "Learning Deprivation Gap;PISA 2015 for grade 15Y using MPL Level 2 for math, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2015.2", "name": "Learning Deprivation Gap;PISA 2015 for grade 15Y using MPL Level 2 for math, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2015.3", "name": "Learning Deprivation Gap;PISA 2015 for grade 15Y using MPL Level 2 for math, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDGAP.M.PS.2015.4", "name": "Learning Deprivation Gap;PISA 2015 for grade 15Y using MPL Level 2 for math, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.M.PS.2018.1", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for math, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.M.PS.2018.2", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for math, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.M.PS.2018.3", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for math, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.M.PS.2018.4", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for math, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.M.PS.2018.5", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for math, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.M.PSD.2017.1", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for math, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.M.PSD.2017.2", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for math, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.M.PSD.2017.3", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for math, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.M.PSD.2017.4", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for math, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.M.PSD.2017.5", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for math, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.R.PS.2000.1", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.R.PS.2006.1", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2006.2", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2006.3", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2006.4", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2006.5", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for reading, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.R.PS.2009.1", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2009.2", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2009.3", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2009.4", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.R.PS.2009.R", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for reading, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2009.U", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for reading, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2012.1", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2012.2", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2012.3", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2012.4", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2012.5", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for reading, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.R.PS.2012.M", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for reading, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2012.R", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for reading, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2012.U", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for reading, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2015.1", "name": "Learning Deprivation Severity;PISA 2015 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2015.2", "name": "Learning Deprivation Severity;PISA 2015 for grade 15Y using MPL Level 2 for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2015.3", "name": "Learning Deprivation Severity;PISA 2015 for grade 15Y using MPL Level 2 for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2015.4", "name": "Learning Deprivation Severity;PISA 2015 for grade 15Y using MPL Level 2 for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2015.5", "name": "Learning Deprivation Severity;PISA 2015 for grade 15Y using MPL Level 2 for reading, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2015.A", "name": "Learning Deprivation Severity;PISA 2015 for grade 15Y using MPL Level 2 for reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.R.PS.2015.M", "name": "Learning Deprivation Severity;PISA 2015 for grade 15Y using MPL Level 2 for reading, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2015.R", "name": "Learning Deprivation Severity;PISA 2015 for grade 15Y using MPL Level 2 for reading, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2015.U", "name": "Learning Deprivation Severity;PISA 2015 for grade 15Y using MPL Level 2 for reading, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2018.1", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2018.2", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2018.3", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2018.4", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2018.5", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for reading, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2018.A", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2018.F", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for reading, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2018.M", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for reading, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2018.R", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for reading, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PS.2018.U", "name": "Learning Deprivation Severity;PISA 2018 for grade 15Y using MPL Level 2 for reading, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PSD.2017.1", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PSD.2017.2", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PSD.2017.3", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PSD.2017.4", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PSD.2017.5", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for reading, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PSD.2017.A", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PSD.2017.F", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for reading, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PSD.2017.M", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for reading, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PSD.2017.R", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for reading, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.R.PSD.2017.U", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for reading, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2000.1", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2000.2", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for science, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2000.3", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for science, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2000.4", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for science, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2000.5", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for science, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2000.A", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for science", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2000.F", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for science, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2000.M", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for science, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2000.R", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for science, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2000.U", "name": "Learning Deprivation Severity;PISA 2000 for grade 15Y using MPL Level 2 for science, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Learning Deprivation Severity captures the inequality of learning among the learning deprived population and is the gap squared in relation to the minimum proficiency squared.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2006.1", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2006.2", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for science, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2006.3", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for science, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2006.4", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for science, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2006.5", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for science, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2006.A", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for science", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2006.F", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for science, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2006.M", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for science, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2006.R", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for science, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2006.U", "name": "Learning Deprivation Severity;PISA 2006 for grade 15Y using MPL Level 2 for science, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2009.1", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2009.2", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for science, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2009.3", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for science, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2009.4", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for science, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2009.5", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for science, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.S.PS.2009.F", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for science, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2009.M", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for science, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2009.R", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for science, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2009.U", "name": "Learning Deprivation Severity;PISA 2009 for grade 15Y using MPL Level 2 for science, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2012.1", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2012.2", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for science, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2012.3", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for science, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2012.4", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for science, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.LDSEV.S.PS.2012.5", "name": "Learning Deprivation Severity;PISA 2012 for grade 15Y using MPL Level 2 for science, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.S.PS.2015.U", "name": "Learning Deprivation Severity;PISA 2015 for grade 15Y using MPL Level 2 for science, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.S.PSD.2017.1", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.LDSEV.S.PSD.2017.4", "name": "Learning Deprivation Severity;PISA-D 2017 for grade 15Y using  for science, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.M.PS.2000.3", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for math, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
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{"id": "SE.CLO.15Y.PRF.M.PS.2000.F", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for math, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
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{"id": "SE.CLO.15Y.PRF.M.PS.2000.R", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for math, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.M.PS.2000.U", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for math, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.M.PS.2006.1", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for math, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.M.PS.2006.2", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for math, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.M.PS.2006.3", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for math, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.M.PS.2006.4", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for math, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.M.PS.2006.5", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for math, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.M.PS.2009.1", "name": "Above Proficiency;PISA 2009 for grade 15Y using MPL Level 2 for math, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.M.PS.2012.1", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for math, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.M.PS.2012.5", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for math, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.M.PSD.2017.1", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for math, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.M.PSD.2017.2", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for math, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.M.PSD.2017.5", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for math, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PS.2000.1", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PS.2000.5", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for reading, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PS.2000.F", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for reading, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2000.M", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for reading, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2000.R", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for reading, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2000.U", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for reading, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2006.1", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2006.2", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2006.3", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2006.4", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2006.5", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for reading, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PS.2006.U", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for reading, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2009.1", "name": "Above Proficiency;PISA 2009 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2009.2", "name": "Above Proficiency;PISA 2009 for grade 15Y using MPL Level 2 for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2009.3", "name": "Above Proficiency;PISA 2009 for grade 15Y using MPL Level 2 for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PS.2012.1", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2012.2", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2012.3", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2012.4", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PS.2012.F", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for reading, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PS.2015.1", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2015.2", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2015.3", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2015.4", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PS.2015.F", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for reading, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PS.2018.3", "name": "Above Proficiency;PISA 2018 for grade 15Y using MPL Level 2 for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2018.4", "name": "Above Proficiency;PISA 2018 for grade 15Y using MPL Level 2 for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PS.2018.5", "name": "Above Proficiency;PISA 2018 for grade 15Y using MPL Level 2 for reading, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PS.2018.F", "name": "Above Proficiency;PISA 2018 for grade 15Y using MPL Level 2 for reading, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PSD.2017.1", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for reading, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PSD.2017.2", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for reading, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PSD.2017.3", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for reading, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PSD.2017.4", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for reading, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PSD.2017.5", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for reading, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PSD.2017.A", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for reading", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PSD.2017.F", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for reading, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.R.PSD.2017.M", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for reading, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.R.PSD.2017.U", "name": "Above Proficiency;PISA-D 2017 for grade 15Y using  for reading, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2000.1", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2000.2", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for science, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2000.3", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for science, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2000.4", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for science, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2000.5", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for science, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
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{"id": "SE.CLO.15Y.PRF.S.PS.2000.F", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for science, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2000.M", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for science, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2000.R", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for science, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2000.U", "name": "Above Proficiency;PISA 2000 for grade 15Y using MPL Level 2 for science, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro, and others. 2019. Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It. World Bank Policy Research Working Paper series. Washington, DC: World Bank.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2006.1", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2006.2", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for science, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2006.3", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for science, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2006.4", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for science, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2006.5", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for science, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.S.PS.2006.F", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for science, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2006.M", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for science, Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2006.R", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for science, Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2006.U", "name": "Above Proficiency;PISA 2006 for grade 15Y using MPL Level 2 for science, Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2009.1", "name": "Above Proficiency;PISA 2009 for grade 15Y using MPL Level 2 for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2009.2", "name": "Above Proficiency;PISA 2009 for grade 15Y using MPL Level 2 for science, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2009.3", "name": "Above Proficiency;PISA 2009 for grade 15Y using MPL Level 2 for science, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2009.4", "name": "Above Proficiency;PISA 2009 for grade 15Y using MPL Level 2 for science, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.S.PS.2012.1", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2012.2", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for science, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2012.3", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for science, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2012.4", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for science, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2012.5", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for science, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.S.PS.2012.F", "name": "Above Proficiency;PISA 2012 for grade 15Y using MPL Level 2 for science, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.S.PS.2015.1", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2015.2", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for science, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2015.3", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for science, Third Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2015.4", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for science, Fourth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2015.5", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for science, Fifth Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.S.PS.2015.F", "name": "Above Proficiency;PISA 2015 for grade 15Y using MPL Level 2 for science, Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.CLO.15Y.PRF.S.PS.2018.1", "name": "Above Proficiency;PISA 2018 for grade 15Y using MPL Level 2 for science, First Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.CLO.15Y.PRF.S.PS.2018.2", "name": "Above Proficiency;PISA 2018 for grade 15Y using MPL Level 2 for science, Second Quintile", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
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{"id": "SE.GEPD.PRIM.BMP", "name": "Proficiency by End of Primary", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.GEPD.PRIM.BMP.1", "name": "(De Facto) Percent of children proficient in literacy and numeracy by end of primary, as reported by UIS", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.JRSEC.NENR.ZS", "name": "Net Enrollment Ratio: Junior Secondary (in %)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The primary net enrolment ratio is a comparative figure for the number of primary school students to the number of population aged 7-12, expressed as a percentage.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "SE.LITR.15UP.ZS", "name": "Literacy Rate for Population age 15 and over (in % of total population)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Literacy Rate is the population aged 15 years and over who are able to read and write latin, arabic or other scripts, presented in percentage terms.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "SE.LPV.POP.0516", "name": "Population Age 0516 for Reference Year 2019;", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.0516.FE", "name": "Population Age 0516 for Reference Year 2019; Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.0516.MA", "name": "Population Age 0516 for Reference Year 2019; Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.10", "name": "Population Age 10 for Reference Year 2019;", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.10.FE", "name": "Population Age 10 for Reference Year 2019; Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.10.MA", "name": "Population Age 10 for Reference Year 2019; Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.1014", "name": "Population Age 1014 for Reference Year 2019;", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.1014.FE", "name": "Population Age 1014 for Reference Year 2019; Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.1014.MA", "name": "Population Age 1014 for Reference Year 2019; Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.9PLUS", "name": "Population Age 9plus for Reference Year 2019;", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.9PLUS.FE", "name": "Population Age 9plus for Reference Year 2019; Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.9PLUS.MA", "name": "Population Age 9plus for Reference Year 2019; Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.PRIM", "name": "Population Age primary for Reference Year 2019;", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.PRIM.FE", "name": "Population Age primary for Reference Year 2019; Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.POP.PRIM.MA", "name": "Population Age primary for Reference Year 2019; Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM", "name": "Learning poverty: Share of Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The share of 10-year-olds who cannot read and understand a short passage of age-appropriate material\u2014in other words, those who are below the \u201cminimum proficiency\u201d threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This \u201cunion approach\u201d to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]", "sourceOrganization": "World Bank and UIS", "topics": []}
{"id": "SE.LPV.PRIM.1", "name": "(De Facto) Share of Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)", "unit": "", "source": {"id": "84", "value": "Education Policy"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.LPV.PRIM.BMP", "name": "Pupils below minimum reading proficiency at end of primary (%). Low GAML threshold", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses on Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments.", "sourceOrganization": "Word Bank and UIS", "topics": []}
{"id": "SE.LPV.PRIM.BMP.FE", "name": "Female pupils below minimum reading proficiency at end of primary (%). Low GAML threshold", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses on Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments.", "sourceOrganization": "Word Bank and UIS", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.LPV.PRIM.BMP.MA", "name": "Male pupils below minimum reading proficiency at end of primary (%). Low GAML threshold", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses on Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments.", "sourceOrganization": "Word Bank and UIS", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.LPV.PRIM.FE", "name": "Learning poverty: Share of Female Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The share of female 10-year-olds who cannot read and understand a short passage of age-appropriate material\u2014in other words, those who are below the \u201cminimum proficiency\u201d threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This \u201cunion approach\u201d to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]", "sourceOrganization": "World Bank and UIS", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.LPV.PRIM.LD", "name": "Pupils below minimum reading proficiency at end of primary (%). Low GAML threshold", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The share of pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is \u201cStudents independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.\u201d (UIS and GAML 2019). In other words, a child \u201cattaining\u201d minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.", "sourceOrganization": "World Bank and UIS", "topics": []}
{"id": "SE.LPV.PRIM.LD.FE", "name": "Female pupils below minimum reading proficiency at end of primary (%). Low GAML threshold", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The share of female pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is \u201cStudents independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.\u201d (UIS and GAML 2019). In other words, a child \u201cattaining\u201d minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.", "sourceOrganization": "World Bank and UIS", "topics": []}
{"id": "SE.LPV.PRIM.LD.MA", "name": "Male pupils below minimum reading proficiency at end of primary (%). Low GAML threshold", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The share of male pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is \u201cStudents independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.\u201d (UIS and GAML 2019). In other words, a child \u201cattaining\u201d minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.", "sourceOrganization": "World Bank and UIS", "topics": []}
{"id": "SE.LPV.PRIM.LDGAP", "name": "LDGAP: TIMSS 2019 for grade 4 using MPL Low (400 points) for scie;", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LDGAP.FE", "name": "LDGAP: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LDGAP.MA", "name": "LDGAP: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LDSEV", "name": "LDSEV: TIMSS 2019 for grade 4 using MPL Low (400 points) for scie;", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LDSEV.FE", "name": "LDSEV: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LDSEV.MA", "name": "LDSEV: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LPGAP", "name": "LPGAP = SD: ANER; LD: TIMSS 2019 for grade 4 using MPL Low (400 points) for scie;", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LPGAP.FE", "name": "LPGAP = SD: ANER; LD: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LPGAP.MA", "name": "LPGAP = SD: ANER; LD: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LPSEV", "name": "LPSEV = SD: ANER; LD: TIMSS 2019 for grade 4 using MPL Low (400 points) for scie;", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LPSEV.FE", "name": "LPSEV = SD: ANER; LD: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.LPSEV.MA", "name": "LPSEV = SD: ANER; LD: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654", "sourceOrganization": "Education Statistics", "topics": []}
{"id": "SE.LPV.PRIM.MA", "name": "Learning poverty: Share of Male Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The share of male 10-year-olds who cannot read and understand a short passage of age-appropriate material\u2014in other words, those who are below the \u201cminimum proficiency\u201d threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This \u201cunion approach\u201d to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]", "sourceOrganization": "World Bank and UIS", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.LPV.PRIM.OOS", "name": "Primary school age children out-of-school (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The Out-of-School adjustment in our Learning Poverty indicator relies on enrollment data. Our preferred definition is the adjusted net primary enrollment as reported by UIS.", "sourceOrganization": "Word Bank and UIS", "topics": []}
{"id": "SE.LPV.PRIM.OOS.FE", "name": "Female primary school age children out-of-school (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The Out-of-School adjustment in our Learning Poverty indicator relies on enrollment data. Our preferred definition is the adjusted net primary enrollment as reported by UIS.", "sourceOrganization": "Word Bank and UIS", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.LPV.PRIM.OOS.MA", "name": "Male primary school age children out-of-school (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The Out-of-School adjustment in our Learning Poverty indicator relies on enrollment data. Our preferred definition is the adjusted net primary enrollment as reported by UIS.", "sourceOrganization": "Word Bank and UIS", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.LPV.PRIM.SD", "name": "Primary school age children out-of-school (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The share of children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children\u2019s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.", "sourceOrganization": "World Bank and UIS", "topics": []}
{"id": "SE.LPV.PRIM.SD.FE", "name": "Female primary school age children out-of-school (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The share of female children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children\u2019s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.", "sourceOrganization": "World Bank and UIS", "topics": []}
{"id": "SE.LPV.PRIM.SD.MA", "name": "Male primary school age children out-of-school (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The share of male children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children\u2019s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.", "sourceOrganization": "World Bank and UIS", "topics": []}
{"id": "SE.NEXM.SCR.JRSEC", "name": "Average National Exam Score: Junior Secondary Level (out of 100, available only at district level)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Education", "topics": []}
{"id": "SE.NEXM.SCR.PRM", "name": "Average National Exam Score: Primary Level (out of 100, available only at district level)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Education", "topics": []}
{"id": "SE.NEXM.SCR.SRSEC", "name": "Average National Exam Score: Senior Secondary Level (out of 100, available only at district level)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Education", "topics": []}
{"id": "SE.PRE.DURS", "name": "Preprimary education, duration (years)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Preprimary duration refers to the number of grades (years) in preprimary school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.ENRL", "name": "Enrolment in pre-primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in public and private pre-primary education institutions (ISCED 0.2) regardless of age. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.ENRL.FE", "name": "Enrolment in pre-primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled in public and private pre-primary education institutions (ISCED 0.2) regardless of age. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.ENRL.TC.ZS", "name": "Pupil-teacher ratio, preprimary", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Preprimary school pupil-teacher ratio is the average number of pupils per teacher in preprimary school.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.ENRR", "name": "School enrollment, preprimary (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed October 24, 2022. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.ENRR.FE", "name": "School enrollment, preprimary, female (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed October 24, 2022. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRE.ENRR.MA", "name": "School enrollment, preprimary, male (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed October 24, 2022. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRE.PRIV.ZS", "name": "Percentage of enrolment in pre-primary education in private institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students in pre-primary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in pre-primary education. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.TCAQ.FE.ZS", "name": "Trained teachers in preprimary education, female (% of female teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.TCAQ.MA.ZS", "name": "Trained teachers in preprimary education, male (% of male teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.TCAQ.ZS", "name": "Trained teachers in preprimary education (% of total teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.TCHR", "name": "Teachers in pre-primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.TCHR.FE", "name": "Teachers in pre-primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRE.TCHR.FE.ZS", "name": "Percentage of teachers in pre-primary education who are female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female teachers at the pre-primary level expressed as a percentage of the total number of teachers (male and female) at the pre-primary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.AGEE.ZS", "name": "Age efficiency, primary (net enrollment as % of gross)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.PRM.AGES", "name": "Primary school starting age (years)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary school starting age is the age at which students would enter primary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.ATTD", "name": "Student Attendance", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School Survey.  Percent of 4th grade students who are present during an unannounced visit.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ATTD.1", "name": "(De Facto) Percent of 4th grade students present during an unannounced visit", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ATTD.1.F", "name": "(De Facto) Percent of 4th grade students present during an unannounced visit - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ATTD.1.M", "name": "(De Facto) Percent of 4th grade students present during an unannounced visit - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ATTD.1.R", "name": "(De Facto) Percent of 4th grade students present during an unannounced visit - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ATTD.1.U", "name": "(De Facto) Percent of 4th grade students present during an unannounced visit - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BFIN", "name": "Politics & Bureaucratic Capacity - Financing", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BFIN.1", "name": "Financing score; where a score of 1 indicates low effectiveness and 5 indicates high effectiveness in terms of adequacy, efficiency, and equity.", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BFIN.2", "name": "(Financing) - Adequacy expressed by the per child spending", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BFIN.3", "name": "(Financing) Efficiency - Expressed by the score from the Public Expenditure and Financial Accountability (PEFA) assessment; where 0 is the lowest possible efficiency and 1 is the highest", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BFIN.4", "name": "(Financing) Efficiency - Expressed by the relationship between financing and outcomes; where 0 is the lowest possible efficiency and 1 is the highest", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BFIN.5", "name": "(Financing) - Equity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BFIN.6", "name": "(Financing) - Does the country spend 4-5%  of GDP or 15-20% of public expenditures on education spending?", "unit": "", "source": {"id": "84", "value": "Education Policy"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.PRM.BIMP", "name": "Politics & Bureaucratic Capacity - Impartial Decision-Making", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BIMP.1", "name": "Average score for Impartial Decision-Making; where a score of 1 indicates low effectiveness and 5 indicates high effectiveness", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BIMP.2", "name": "(Impartial Decision-Making) average score for politicized personnel management", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BIMP.3", "name": "(Impartial Decision-Making) average score for politicized policy-making", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BIMP.4", "name": "(Impartial Decision-Making) average score for politicized policy implementation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BIMP.5", "name": "(Impartial Decision-Making) average score for employee unions as facilitators", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BMAC", "name": "Politics & Bureaucratic Capacity - Mandates & Accountability", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BMAC.1", "name": "Average score for Mandates & Accountability; where a score of 1 indicates low effectiveness and 5 indicates high effectiveness", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BMAC.2", "name": "(Mandates & Accountability) Average score for coherence", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BMAC.3", "name": "(Mandates & Accountability) Average score for transparency", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BMAC.4", "name": "(Mandates & Accountability) Average score for accountability of public officials", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BNLG", "name": "Politics & Bureaucratic Capacity - National Learning Goals", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BNLG.1", "name": "Average score for National Learning Goals; where a score of 1 indicates low effectiveness and 5 indicates high effectiveness", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BNLG.2", "name": "(National Learning Goals) Average score for targeting", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BNLG.3", "name": "(National Learning Goals) Average score for monitoring", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BNLG.4", "name": "(National Learning Goals) Average score for incentives", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BNLG.5", "name": "(National Learning Goals) Average score for community engagement", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BQBR", "name": "Politics & Bureaucratic Capacity - Characteristics of Bureaucracy", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BQBR.1", "name": "Average score for Characteristics of Bureaucracy; where a score of 1 indicates low effectiveness and 5 indicates high effectiveness", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BQBR.2", "name": "(Characteristics of Bureaucracy) average score for knowledge and skills", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BQBR.3", "name": "(Characteristics of Bureaucracy) average score for work environment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BQBR.4", "name": "(Characteristics of Bureaucracy) average score for merit", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.BQBR.5", "name": "(Characteristics of Bureaucracy) average score for motivation and attitudes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CMPL.FE.ZS", "name": "Gross graduation ratio, primary, female (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Primary completion rate is the percentage of students completing the last year of primary school. The rate based on completers is calculated by taking the total number of completers in the last grade of primary school divided by the total number of children of official graduation age.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.CMPL.MA.ZS", "name": "Gross graduation ratio, primary, male (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Primary completion rate is the percentage of students completing the last year of primary school. The rate based on completers is calculated by taking the total number of completers in the last grade of primary school divided by the total number of children of official graduation age.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.CMPL.ZS", "name": "Gross graduation ratio, primary, total (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Primary completion rate is the percentage of students completing the last year of primary school. The rate based on completers is calculated by taking the total number of completers in the last grade of primary school divided by the total number of children of official graduation age.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.CMPR.FE.ZS", "name": "Primary completion rate, female (% of relevant age group, DHS/MICS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Primary completion rate. Female is the total number of female students of any age in the last grade of primary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age.", "sourceOrganization": "World Bank EdStats database (http://datatopics.worldbank.org/education/)", "topics": []}
{"id": "SE.PRM.CMPR.MA.ZS", "name": "Primary completion rate, male (% of relevant age group, DHS/MICS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Primary completion rate. Male is the total number of male students of any age in the last grade of primary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age.", "sourceOrganization": "World Bank EdStats database (http://datatopics.worldbank.org/education/)", "topics": []}
{"id": "SE.PRM.CMPR.Q1.ZS", "name": "Primary completion rate, poorest quintile (% of relevant age group, DHS/MICS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Primary completion rate. Quintile 1 (lowest) is the total number of quintile 1 students of any age in the last grade of primary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age.", "sourceOrganization": "World Bank EdStats database (http://datatopics.worldbank.org/education/)", "topics": []}
{"id": "SE.PRM.CMPR.Q5.ZS", "name": "Primary completion rate, richest quintile (% of relevant age group, DHS/MICS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Primary completion rate. Quintile 5 (highest) is the total number of quintile 5 students of any age in the last grade of primary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age.", "sourceOrganization": "World Bank EdStats database (http://datatopics.worldbank.org/education/)", "topics": []}
{"id": "SE.PRM.CMPR.RU.ZS", "name": "Primary completion rate, rural (% of relevant age group, DHS/MICS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Primary completion rate. Rural is the total number of rural students of any age in the last grade of primary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age.", "sourceOrganization": "World Bank EdStats database (http://datatopics.worldbank.org/education/)", "topics": []}
{"id": "SE.PRM.CMPR.UR.ZS", "name": "Primary completion rate, urban (% of relevant age group, DHS/MICS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Primary completion rate. Urban is the total number of urban students of any age in the last grade of primary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age.", "sourceOrganization": "World Bank EdStats database (http://datatopics.worldbank.org/education/)", "topics": []}
{"id": "SE.PRM.CMPT.FE.ZS", "name": "Primary completion rate, female (% of relevant age group)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.CMPT.MA.ZS", "name": "Primary completion rate, male (% of relevant age group)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.CMPT.ZS", "name": "Primary completion rate, total (% of relevant age group)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "2", "value": "Aid Effectiveness "}, {"id": "19", "value": "Climate Change"}, {"id": "4", "value": "Education "}]}
{"id": "SE.PRM.CONT", "name": "Teacher Content Knowledge", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School survey.  Fraction correct on teacher assessment.  In the future, we will align with SDG criteria for minimum proficiency.  We have dropped the \"correct the letter\" exercise from the teacher assessment, due to cross,country comparability issues.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.1", "name": "(De Facto) Percent of teachers proficient in the subjects they teach", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.1.F", "name": "(De Facto) Percent of teachers proficient in the subjects they teach - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.1.M", "name": "(De Facto) Percent of teachers proficient in the subjects they teach - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.1.R", "name": "(De Facto) Percent of teachers proficient in the subjects they teach - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.1.U", "name": "(De Facto) Percent of teachers proficient in the subjects they teach - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.2", "name": "(De Facto) Percent of teachers proficient in the subject of language", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.2.F", "name": "(De Facto) Percent of teachers proficient in the subject of language - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.2.M", "name": "(De Facto) Percent of teachers proficient in the subject of language - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.2.R", "name": "(De Facto) Percent of teachers proficient in the subject of language - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.2.U", "name": "(De Facto) Percent of teachers proficient in the subject of language - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.3", "name": "(De Facto) Percent of teachers proficient in the subject of mathematics", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.3.F", "name": "(De Facto) Percent of teachers proficient in the subject of mathematics - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.3.M", "name": "(De Facto) Percent of teachers proficient in the subject of mathematics - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.3.R", "name": "(De Facto) Percent of teachers proficient in the subject of mathematics - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CONT.3.U", "name": "(De Facto) Percent of teachers proficient in the subject of mathematics - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.CUAT.FE.ZS", "name": "Educational attainment, at least completed primary, population 25+ years, female (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed primary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.CUAT.MA.ZS", "name": "Educational attainment, at least completed primary, population 25+ years, male (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed primary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.CUAT.ZS", "name": "Educational attainment, at least completed primary, population 25+ years, total (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed primary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.DURS", "name": "Primary education, duration (years)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary duration refers to the number of grades (years) in primary school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.EFFT", "name": "Teacher Presence", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School survey.  Percent of teachers absent.  Teacher is coded absent if they are:   , not in school   - in school but absent from the class.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.EFFT.1", "name": "(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.EFFT.1.F", "name": "(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.EFFT.1.M", "name": "(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.EFFT.1.R", "name": "(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.EFFT.1.U", "name": "(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.EFFT.2", "name": "(De Facto) Percent of teachers present in their schools during an announced visit", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.EFFT.2.F", "name": "(De Facto) Percent of teachers present in their schools during an announced visit - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.EFFT.2.M", "name": "(De Facto) Percent of teachers present in their schools during an announced visit - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": [{}]}
{"id": "SE.PRM.EFFT.2.R", "name": "(De Facto) Percent of teachers present in their schools during an announced visit - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.EFFT.2.U", "name": "(De Facto) Percent of teachers present in their schools during an announced visit - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ENNR.FE", "name": "Primary Schl. Enroll. Ratio, Female", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.PRM.ENRL", "name": "Primary education, pupils", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary education pupils is the total number of pupils enrolled at primary level in public and private schools.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.ENRL.FE", "name": "Enrolment in primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled in public and private primary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.ENRL.FE.ZS", "name": "Primary education, pupils (% female)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female pupils as a percentage of total pupils at primary level include enrollments in public and private schools.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.ENRL.TC.ZS", "name": "Pupil-teacher ratio, primary", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary school pupil-teacher ratio is the average number of pupils per teacher in primary school.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.ENRR", "name": "School enrollment, primary (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.ENRR.FE", "name": "School enrollment, primary, female (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.ENRR.MA", "name": "School enrollment, primary, male (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.ENRR.MF", "name": "School Enroll. Ratio, primary (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.PRM.GINT.FE.ZS", "name": "Gross intake ratio in first grade of primary education, female (% of relevant age group)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross intake ratio in first grade of primary education is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.GINT.MA.ZS", "name": "Gross intake ratio in first grade of primary education, male (% of relevant age group)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross intake ratio in first grade of primary education is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.GINT.ZS", "name": "Gross intake ratio in first grade of primary education, total (% of relevant age group)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross intake ratio in first grade of primary education is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.ILDR", "name": "Instructional Leadership", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School survey.  Total score starts at 1 and points added are the sum  of whether a teacher has:   , Had a classroom observation in past year   - Had a discussion based on that observation that lasted longer than 10 min   - Received actionable feedback from that observation   - Teacher had a lesson plan and discussed it with another person", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.1", "name": "(De Facto) Average score for the presence and quality of instructional leadership", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.1.F", "name": "(De Facto) Average score for the presence and quality of instructional leadership - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.1.M", "name": "(De Facto) Average score for the presence and quality of instructional leadership - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.1.R", "name": "(De Facto) Average score for the presence and quality of instructional leadership - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.1.U", "name": "(De Facto) Average score for the presence and quality of instructional leadership - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.2", "name": "(De Facto) Percent of teachers reporting having had their class observed", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.2.F", "name": "(De Facto) Percent of teachers reporting having had their class observed - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.2.M", "name": "(De Facto) Percent of teachers reporting having had their class observed - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.2.R", "name": "(De Facto) Percent of teachers reporting having had their class observed - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.2.U", "name": "(De Facto) Percent of teachers reporting having had their class observed - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.3", "name": "(De Facto) Percent of teachers reporting that the classroom observation happened recently", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.3.F", "name": "(De Facto) Percent of teachers reporting that the classroom observation happened recently - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.3.M", "name": "(De Facto) Percent of teachers reporting that the classroom observation happened recently - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.3.R", "name": "(De Facto) Percent of teachers reporting that the classroom observation happened recently - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.3.U", "name": "(De Facto) Percent of teachers reporting that the classroom observation happened recently - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.4", "name": "(De Facto) Percent of teachers reporting having discussed the results of the classroom observation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.4.F", "name": "(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.4.M", "name": "(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.4.R", "name": "(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.4.U", "name": "(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.5", "name": "(De Facto) Percent of teachers reporting that the discussion was over 30 minutes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.5.F", "name": "(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.5.M", "name": "(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.5.R", "name": "(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.5.U", "name": "(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.6", "name": "(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.6.F", "name": "(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.6.M", "name": "(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.6.R", "name": "(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.6.U", "name": "(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.7", "name": "(De Facto) Percent of teachers reporting having lesson plans", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.7.F", "name": "(De Facto) Percent of teachers reporting having lesson plans - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.7.M", "name": "(De Facto) Percent of teachers reporting having lesson plans - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.7.R", "name": "(De Facto) Percent of teachers reporting having lesson plans - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.7.U", "name": "(De Facto) Percent of teachers reporting having lesson plans - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.8", "name": "(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.8.F", "name": "(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.8.M", "name": "(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.8.R", "name": "(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ILDR.8.U", "name": "(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON", "name": "Policy Lever (Inputs & Infrastructure) - Monitoring", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.1", "name": "(De Facto) Percent of schools that report there is someone monitoring that basic inputs are available to students", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.10", "name": "(De Jure) Number of basic infrastructure features clearly articulated as needing to be monitored", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.2", "name": "(De Facto) Percent of schools that report that parents or community members are involved in the monitoring of availability of basic inputs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.3", "name": "(De Facto) Percent of schools that report that there is an inventory to monitor availability of basic inputs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.4", "name": "(De Facto) Percent of schools that report there is someone monitoring that basic infrastructure is available", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.5", "name": "(De Facto) Percent of schools that report that parents or community members are involved in the monitoring of availability of basic infrastructure", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.6", "name": "(De Facto) Percent of schools that report that there is an inventory to monitor availability of basic infrastructure", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.7", "name": "(De Jure) Is the responsibility of monitoring basic inputs clearly articulated in the policies?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.8", "name": "(De Jure) Number of basic inputs clearly articulated as needing to be monitored", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.9", "name": "(De Jure) Is the responsibility of monitoring basic infrastructure clearly articulated in the policies?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.DF", "name": "(De Facto) Policy Lever (Inputs & Infrastructure) - Monitoring", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.IMON.DJ", "name": "(De Jure) Policy Lever (Inputs & Infrastructure) - Monitoring", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR", "name": "Basic Infrastructure", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School survey.  Total score is the sum  of whether a school has:   , Access to adequate drinking water   -Functional toilets that are separate for boys/girls, private, useable, and have hand washing facilities   - Electricity   - Visibility in the classroom   - School is accessible for those with disabilities (road access, a school ramp for wheelchairs, an entrance wide enough for wheelchairs, ramps to classrooms where needed, accessible toilets, and disability screening for seeing, hearing, and learning disabilities with partial credit for having 1 or 2 or the 3).)", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.1", "name": "(De Facto) Average number of infrastructure aspects present in schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.1.R", "name": "(De Facto) Average number of infrastructure aspects present in schools - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.1.U", "name": "(De Facto) Average number of infrastructure aspects present in schools - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.2", "name": "(De Facto) Percent of schools with drinking water", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.2.R", "name": "(De Facto) Percent of schools with drinking water - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.2.U", "name": "(De Facto) Percent of schools with drinking water - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.3", "name": "(De Facto) Percent of schools with functioning toilets", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.3.R", "name": "(De Facto) Percent of schools with functioning toilets - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.3.U", "name": "(De Facto) Percent of schools with functioning toilets - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.4", "name": "(De Facto) Percent of schools with access to electricity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.4.R", "name": "(De Facto) Percent of schools with access to electricity - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.4.U", "name": "(De Facto) Percent of schools with access to electricity - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.5", "name": "(De Facto) Percent of schools with access to internet", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.5.R", "name": "(De Facto) Percent of schools with access to internet - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.5.U", "name": "(De Facto) Percent of schools with access to internet - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.6", "name": "(De Facto) Percent of schools accessible to children with special needs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.6.R", "name": "(De Facto) Percent of schools accessible to children with special needs - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INFR.6.U", "name": "(De Facto) Percent of schools accessible to children with special needs - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT", "name": "Basic Inputs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School survey.  Total score is the sum of whether a school has:   , Functional blackboard    - Pens, pencils, exercise books </br> - Textbooks   - Fraction of students in class with a desk    - Used ICT in class and have access to ICT in the school.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.1", "name": "(De Facto) Average number of classroom inputs in classrooms", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.1.R", "name": "(De Facto) Average number of classroom inputs in classrooms - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.1.U", "name": "(De Facto) Average number of classroom inputs in classrooms - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.2", "name": "(De Facto) Percent of classrooms with a functional blackboard and chalk", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.2.R", "name": "(De Facto) Percent of classrooms with a functional blackboard and chalk - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.2.U", "name": "(De Facto) Percent of classrooms with a functional blackboard and chalk - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.3", "name": "(De facto) Percent of classrooms equipped with pens/pencils, textbooks, and exercise books", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.3.R", "name": "(De facto) Percent of classrooms equipped with pens/pencils, textbooks, and exercise books - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.3.U", "name": "(De facto) Percent of classrooms equipped with pens/pencils, textbooks, and exercise books - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.4", "name": "(De Facto) Percent of classrooms with basic classroom furniture", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.4.R", "name": "(De Facto) Percent of classrooms with basic classroom furniture - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.4.U", "name": "(De Facto) Percent of classrooms with basic classroom furniture - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": [{}]}
{"id": "SE.PRM.INPT.5", "name": "(De Facto) Percent of schools with access to EdTech", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.5.R", "name": "(De Facto) Percent of schools with access to EdTech - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.INPT.5.U", "name": "(De Facto) Percent of schools with access to EdTech - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD", "name": "Policy Lever (Inputs & Infrastructure) - Standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.1", "name": "(De Jure) Is there a policy in place to require that students have access to the prescribed textbooks?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.10", "name": "(De Facto) Do you know if there is a policy in place to require that schools have access to drinking water?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.11", "name": "(De Jure) Is there a policy in place to require that schools have functioning toilets?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.12", "name": "(De Facto) Do you know if there is a policy in place to require that schools have functioning toilets?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.13", "name": "(De Jure) Is there a policy in place to require that schools are accessible to children with special needs?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.14", "name": "(De Facto) Do you know if there is there a policy in place to require that schools are accessible to children with special needs?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.2", "name": "(De Facto) Do you know if there is a policy in place to require that students have access to the prescribed textbooks?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.3", "name": "(De Jure) Is there a national connectivity program?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.4", "name": "(De Facto) Do you know if there is a national connectivity program?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.5", "name": "(De Jure) Is there a policy in place to require that students have access to PCs, laptops, tablets, and/or other computing devices?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.6", "name": "(De Facto) Do you know if there is a policy in place to require that students have access to PCs, laptops, tablets, and/or other computing devices?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.7", "name": "(De Jure) Is there a policy in place to require that schools have access to electricity?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.8", "name": "(De Facto) Do you know if there is a policy in place to require that schools have access to electricity?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.9", "name": "(De Jure) Is there a policy in place to require that schools have access to drinking water?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.DF", "name": "(De Facto) Policy Lever (Inputs & Infrastructure) - Standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.ISTD.DJ", "name": "(De Jure) Policy Lever (Inputs & Infrastructure) - Standards", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP", "name": "Student Readiness", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School survey.  Fraction correct on the Early Childhood Assessment given to students in school.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.1", "name": "(De Facto) Average developmental score for 1st Graders", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.1.F", "name": "(De Facto) Average developmental score for 1st Graders - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.1.M", "name": "(De Facto) Average developmental score for 1st Graders - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.1.R", "name": "(De Facto) Average developmental score for 1st Graders - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.1.U", "name": "(De Facto) Average developmental score for 1st Graders - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.2", "name": "(De Facto) Average numeracy score for 1st Graders", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.2.F", "name": "(De Facto) Average numeracy score for 1st Graders - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.2.M", "name": "(De Facto) Average numeracy score for 1st Graders - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.2.R", "name": "(De Facto) Average numeracy score for 1st Graders - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.2.U", "name": "(De Facto) Average numeracy score for 1st Graders - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.3", "name": "(De Facto) Average literacy score for 1st Graders", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.3.F", "name": "(De Facto) Average literacy score for 1st Graders - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.3.M", "name": "(De Facto) Average literacy score for 1st Graders - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.3.R", "name": "(De Facto) Average literacy score for 1st Graders - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.3.U", "name": "(De Facto) Average literacy score for 1st Graders - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.4", "name": "(De Facto) Average executive funcion score for 1st Graders", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.4.F", "name": "(De Facto) Average executive funcion score for 1st Graders - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.4.M", "name": "(De Facto) Average executive funcion score for 1st Graders - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.4.R", "name": "(De Facto) Average executive funcion score for 1st Graders - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.4.U", "name": "(De Facto) Average executive funcion score for 1st Graders - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.5", "name": "(De Facto) Average socioemotional score for 1st Graders", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.5.F", "name": "(De Facto) Average socioemotional score for 1st Graders - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.5.M", "name": "(De Facto) Average socioemotional score for 1st Graders - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.5.R", "name": "(De Facto) Average socioemotional score for 1st Graders - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCAP.5.U", "name": "(De Facto) Average socioemotional score for 1st Graders - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCBC", "name": "Policy Lever (Learners) - Center-Based Care", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCBC.1", "name": "(De Jure) Is there a policy that guarantees free education for some or all grades and ages included in pre-primary education (for children age 0-83 months)?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCBC.2", "name": "(De Facto) Percent of children age 36-59 months who are attending an early childhood education programme", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCBC.3", "name": "(De Jure) Are there developmental standards established for early childhood care and education?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCBC.4", "name": "(De Jure) According to laws and regulations, are there requirement to become an early childhood educator, pre-primary teacher?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCBC.5", "name": "(De Jure) According to policy, are ECCE professionals working at public or private centers required to complete in-service training in ECCE service delivery?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCBC.DF", "name": "(De Facto) Policy Lever (Learners) - Center-Based Care", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LCBC.DJ", "name": "(De Jure) Policy Lever (Learners) - Center-Based Care", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN", "name": "Proficiency on GEPD Assessment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The fraction correct on 4th grade student assessment.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.1", "name": "(De Facto) Percent of children proficient in literacy and numeracy according to GEPD School Survey", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.1.F", "name": "(De Facto) Percent of children proficient in literacy and numeracy according to GEPD School Survey - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.1.M", "name": "(De Facto) Percent of children proficient in literacy and numeracy according to GEPD School Survey - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.1.R", "name": "(De Facto) Percent of children proficient in literacy and numeracy according to GEPD School Survey - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.1.U", "name": "(De Facto) Percent of children proficient in literacy and numeracy according to GEPD School Survey - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.2", "name": "(De Facto) Percent of children proficient in literacy according to GEPD School Survey", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.2.F", "name": "(De Facto) Percent of children proficient in literacy according to GEPD School Survey - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.2.M", "name": "(De Facto) Percent of children proficient in literacy according to GEPD School Survey - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.2.R", "name": "(De Facto) Percent of children proficient in literacy according to GEPD School Survey - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.2.U", "name": "(De Facto) Percent of children proficient in literacy according to GEPD School Survey - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.3", "name": "(De Facto) Percent of children proficient in numeracy according to GEPD School Survey", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.3.F", "name": "(De Facto) Percent of children proficient in numeracy according to GEPD School Survey - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.3.M", "name": "(De Facto) Percent of children proficient in numeracy according to GEPD School Survey - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.3.R", "name": "(De Facto) Percent of children proficient in numeracy according to GEPD School Survey - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LERN.3.U", "name": "(De Facto) Percent of children proficient in numeracy according to GEPD School Survey - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LFCP", "name": "Policy Lever (Learners) - Caregiver Capacity \u2013 Financial Capacity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LFCP.1", "name": "(De Jure) Are anti poverty interventions that focus on ECD publicly supported?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LFCP.2", "name": "(De Jure) Are cash transfers conditional on ECD services/enrollment publicly supported?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LFCP.3", "name": "(De Jure) Are cash transfers focused partially on ECD publicly supported?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LFCP.4", "name": "(De Facto) Coverage of social protection programs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LFCP.DF", "name": "(De Facto) Policy Lever (Learners) - Caregiver Capacity \u2013 Financial Capacity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LFCP.DJ", "name": "(De Jure) Policy Lever (Learners) - Caregiver Capacity \u2013 Financial Capacity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH", "name": "Policy Lever (Learners) - Health", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH.1", "name": "(De Jure) Are young children required to receive a complete course of childhood immunizations?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH.2", "name": "(De Facto) Percent of children who at age 24-35 months had received all vaccinations recommended in the national immunization schedule", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH.3", "name": "(De Jure) Is there a policy that assures access to healthcare for young children? Either by offering these services free or by subsidizing them", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH.4", "name": "(De Facto) Percent of  children under 5 covered by health insurance", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH.5", "name": "(De Jure) Are deworming pills funded and distributed by the government?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH.6", "name": "(De Facto) Percent of children age 6-59 months who received deworming medication", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH.7", "name": "(De Jure) Is there a policy that guarantees pregnant women free antenatal visits and skilled delivery?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH.8", "name": "(De Facto) Percent of women age 15-49 years with a live birth in the last 2 years whose most recent live birth was delivered in a health facility", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH.DF", "name": "(De Facto) Policy Lever (Learners) - Health", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LHTH.DJ", "name": "(De Jure) Policy Lever (Learners) - Health", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN", "name": "Policy Lever (Learners) - Nutrition Programs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN.1", "name": "(De Jure) Does a national policy to encourage salt iodization exist?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN.2", "name": "(De Facto) Percent of households with salt testing positive for any iodide among households", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN.3", "name": "(De Jure) Does a national policy exist to encourage iron fortification of staples like wheat, maize, or rice?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN.4", "name": "(De Facto) Percent of children age 6\u201323 months who had at least the minimum dietary diversity and the minimum meal frequency during the previous day", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN.5", "name": "(De Jure) Does a national policy exist to encourage breastfeeding?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN.6", "name": "(De Facto) Percent of children born in the five (three) years preceding the survey who were ever breastfed", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN.7", "name": "(De Jure) Is there a publicly funded school feeding program?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN.8", "name": "(De Facto) Percent of schools reporting having publicly funded school feeding program", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN.DF", "name": "(De Facto) Policy Lever (Learners) - Nutrition Programs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LNTN.DJ", "name": "(De Jure) Policy Lever (Learners) - Nutrition Programs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LSKC", "name": "Policy Lever (Learners) - Caregiver Capacity \u2013 Skills Capacity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": [{}]}
{"id": "SE.PRM.LSKC.1", "name": "(De Jure) Does the government offer programs that aim to share good parenting practices with caregivers?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LSKC.2", "name": "(De Jure) Are any of the following publicly-supported delivery channels used to reach families in order to promote early childhood stimulation? Home visits, Group sessions, Community health programs, Health center waiting rooms, School-based groups, Mass media/Information campaigns", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LSKC.3", "name": "(De Facto) Percent of children under age 5 who have three or more children\u2019s books", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LSKC.4", "name": "(De Facto) Percent of children age 24-59 months engaged in four or more activities to provide early stimulation and responsive care in the last 3 days with any adult in the household", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LSKC.DF", "name": "(De Facto) Policy Lever (Learners) - Caregiver Capacity \u2013 Skills Capacity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.LSKC.DJ", "name": "(De Jure) Policy Lever (Learners) - Caregiver Capacity \u2013 Skills Capacity", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.NENR", "name": "School enrollment, primary (% net)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.NENR.FE", "name": "School enrollment, primary, female (% net)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.NENR.MA", "name": "School enrollment, primary, male (% net)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.NENR.ZS", "name": "Net Enrollment Ratio: Primary (in %)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The senior secondary net enrolment ratio is a comparative figure for the number of senior secondary school students to the number of population aged 16-18, expressed as a percentage.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "SE.PRM.NINT.FE.ZS", "name": "Net intake rate in grade 1, female (% of official school-age population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net intake rate in grade 1 is the number of new entrants in the first grade of primary education who are of official primary school entrance age, expressed as a percentage of the population of the corresponding age.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.NINT.MA.ZS", "name": "Net intake rate in grade 1, male (% of official school-age population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net intake rate in grade 1 is the number of new entrants in the first grade of primary education who are of official primary school entrance age, expressed as a percentage of the population of the corresponding age.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.NINT.ZS", "name": "Net intake rate in grade 1 (% of official school-age population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net intake rate in grade 1 is the number of new entrants in the first grade of primary education who are of official primary school entrance age, expressed as a percentage of the population of the corresponding age.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.OENR.FE.ZS", "name": "Over-age students, primary, female (% of female enrollment)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.OENR.MA.ZS", "name": "Over-age students, primary, male (% of male enrollment)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.OENR.ZS", "name": "Over-age students, primary (% of enrollment)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.OPMN", "name": "Operational Management", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School Survey.  Principals/head teachers are given two vignettes:   , One on solving the problem of a hypothetical leaky roof   - One on solving a problem of inadequate numbers of textbooks.    Each vignette is worth 2 points.      The indicator will measure two things: presence of functions and quality of functions. In each vignette:   - 0.5 points are awarded for someone specific having the responsibility to fix   - 0.5 point is awarded if the school can fully fund the repair, 0.25 points is awarded if the school must get partial help from the community, and 0 points are awarded if the full cost must be born by the community   - 1 point is awarded if the problem is fully resolved in a timely manner, with partial credit given if problem can only be partly resolved.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.1", "name": "(De Facto) Average score for the presence and quality of core operational management functions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.1.F", "name": "(De Facto) Average score for the presence and quality of core operational management functions - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.1.M", "name": "(De Facto) Average score for the presence and quality of core operational management functions - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.1.R", "name": "(De Facto) Average score for the presence and quality of core operational management functions - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.1.U", "name": "(De Facto) Average score for the presence and quality of core operational management functions - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.2", "name": "(De Facto) Average score for infrastructure repair/maintenance", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.2.F", "name": "(De Facto) Average score for infrastructure repair/maintenance - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.2.M", "name": "(De Facto) Average score for infrastructure repair/maintenance - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.2.R", "name": "(De Facto) Average score for infrastructure repair/maintenance - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.2.U", "name": "(De Facto) Average score for infrastructure repair/maintenance - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.3", "name": "(De Facto) Average score for ensuring  availability of school inputs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.3.F", "name": "(De Facto) Average score for ensuring  availability of school inputs - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.3.M", "name": "(De Facto) Average score for ensuring  availability of school inputs - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.3.R", "name": "(De Facto) Average score for ensuring  availability of school inputs - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.OPMN.3.U", "name": "(De Facto) Average score for ensuring  availability of school inputs - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG", "name": "Teacher Pedagogical Skills", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School survey.  Based on TEACH ratings from classroom observations", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.1", "name": "(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.1.F", "name": "(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.1.M", "name": "(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.1.R", "name": "(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.1.U", "name": "(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.2", "name": "(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.2.F", "name": "(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.2.M", "name": "(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.2.R", "name": "(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.2.U", "name": "(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.3", "name": "(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.3.F", "name": "(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.3.M", "name": "(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.3.R", "name": "(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.3.U", "name": "(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.4", "name": "(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.4.F", "name": "(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.4.M", "name": "(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.4.R", "name": "(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PEDG.4.U", "name": "(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW", "name": "Principal School Knowledge", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.1", "name": "(De Facto) Average score for the extent to which principals are familiar with certain key aspects of the day-to-day workings of the school", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.1.F", "name": "(De Facto) Average score for the extent to which principals are familiar with certain key aspects of the day-to-day workings of the school - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.1.M", "name": "(De Facto) Average score for the extent to which principals are familiar with certain key aspects of the day-to-day workings of the school - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.1.R", "name": "(De Facto) Average score for the extent to which principals are familiar with certain key aspects of the day-to-day workings of the school - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.1.U", "name": "(De Facto) Average score for the extent to which principals are familiar with certain key aspects of the day-to-day workings of the school - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.2", "name": "(De Facto) Percent of principals familiar with teachers' content knowledge", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.2.F", "name": "(De Facto) Percent of principals familiar with teachers' content knowledge - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.2.M", "name": "(De Facto) Percent of principals familiar with teachers' content knowledge - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.2.R", "name": "(De Facto) Percent of principals familiar with teachers' content knowledge - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.2.U", "name": "(De Facto) Percent of principals familiar with teachers' content knowledge - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.3", "name": "(De Facto) Percent of principals familiar with teachers' experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.3.F", "name": "(De Facto) Percent of principals familiar with teachers' experience - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.3.M", "name": "(De Facto) Percent of principals familiar with teachers' experience - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.3.R", "name": "(De Facto) Percent of principals familiar with teachers' experience - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.3.U", "name": "(De Facto) Percent of principals familiar with teachers' experience - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.4", "name": "(De Facto) Percent of principals familiar with availability of classroom inputs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.4.F", "name": "(De Facto) Percent of principals familiar with availability of classroom inputs - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.4.M", "name": "(De Facto) Percent of principals familiar with availability of classroom inputs - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.4.R", "name": "(De Facto) Percent of principals familiar with availability of classroom inputs - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PKNW.4.U", "name": "(De Facto) Percent of principals familiar with availability of classroom inputs - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN", "name": "Principal Management Skills", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Score of 1,5 based on sum of following:   - 1 Point. School Goals Exists    - 1 Point. School goals are clear to school director, teachers, students, parents, and other members of community (partial credit available)   - 1 Point. Specific goals related to improving student achievement ( improving test scores, improving pass rates, reducing drop out, reducing absenteeism, improving pedagogy, more resources for infrastructure, more resources for inputs)    - 1 Point. School has defined system to measure goals (partial credit available)", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.1", "name": "(De Facto) Average score for the extent to which principals master two key managerial skills - problem-solving in the short-term, and goal-setting in the long term", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.1.F", "name": "(De Facto) Average score for the extent to which principals master two key managerial skills - problem-solving in the short-term, and goal-setting in the long term - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.1.M", "name": "(De Facto) Average score for the extent to which principals master two key managerial skills - problem-solving in the short-term, and goal-setting in the long term - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.1.R", "name": "(De Facto) Average score for the extent to which principals master two key managerial skills - problem-solving in the short-term, and goal-setting in the long term - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.1.U", "name": "(De Facto) Average score for the extent to which principals master two key managerial skills - problem-solving in the short-term, and goal-setting in the long term - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.2", "name": "(De Facto) Average score for the extent to which principals master problem-solving in the short-term", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.2.F", "name": "(De Facto) Average score for the extent to which principals master problem-solving in the short-term - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.2.M", "name": "(De Facto) Average score for the extent to which principals master problem-solving in the short-term - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.2.R", "name": "(De Facto) Average score for the extent to which principals master problem-solving in the short-term - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.2.U", "name": "(De Facto) Average score for the extent to which principals master problem-solving in the short-term - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.3", "name": "(De Facto) Average score for the extent to which principals master goal-setting in the long term", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.3.F", "name": "(De Facto) Average score for the extent to which principals master goal-setting in the long term - Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.3.M", "name": "(De Facto) Average score for the extent to which principals master goal-setting in the long term - Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.3.R", "name": "(De Facto) Average score for the extent to which principals master goal-setting in the long term - Rural", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PMAN.3.U", "name": "(De Facto) Average score for the extent to which principals master goal-setting in the long term - Urban", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PRIV.ZS", "name": "School enrollment, primary, private (% of total primary)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.PROE", "name": "Proficiency by Grade 2/3", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PROE.1", "name": "(De Facto) Percent of children proficient in literacy and numeracy by grade 2/3, as reported by UIS", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.PRS4.FE.ZS", "name": "Persistence to grade 4, female (% of cohort)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.PRM.PRS4.MA.ZS", "name": "Persistence to grade 4, male (% of cohort)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.PRM.PRS4.ZS", "name": "Persistence to grade 4, total (% of cohort)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.PRM.PRS5.FE.ZS", "name": "Persistence to grade 5, female (% of cohort)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Persistence to grade 5 (percentage of cohort reaching grade 5) is the share of children enrolled in the first grade of primary school who eventually reach grade 5. The estimate is based on the reconstructed cohort method.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.PRS5.MA.ZS", "name": "Persistence to grade 5, male (% of cohort)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Persistence to grade 5 (percentage of cohort reaching grade 5) is the share of children enrolled in the first grade of primary school who eventually reach grade 5. The estimate is based on the reconstructed cohort method.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.PRS5.ZS", "name": "Persistence to grade 5, total (% of cohort)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Persistence to grade 5 (percentage of cohort reaching grade 5) is the share of children enrolled in the first grade of primary school who eventually reach grade 5. The estimate is based on the reconstructed cohort method.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.PRSL.FE.ZS", "name": "Persistence to last grade of primary, female (% of cohort)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Persistence to last grade of primary is the percentage of children enrolled in the first grade of primary school who eventually reach the last grade of primary education. The estimate is based on the reconstructed cohort method.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.PRSL.MA.ZS", "name": "Persistence to last grade of primary, male (% of cohort)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Persistence to last grade of primary is the percentage of children enrolled in the first grade of primary school who eventually reach the last grade of primary education. The estimate is based on the reconstructed cohort method.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.PRSL.ZS", "name": "Persistence to last grade of primary, total (% of cohort)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Persistence to last grade of primary is the percentage of children enrolled in the first grade of primary school who eventually reach the last grade of primary education. The estimate is based on the reconstructed cohort method.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.PTRA", "name": "Primary school pupil-teacher ratio", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.PRM.REPT.FE.ZS", "name": "Repeaters, primary, female (% of female enrollment)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Repeaters in primary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in primary school.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.REPT.MA.ZS", "name": "Repeaters, primary, male (% of male enrollment)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Repeaters in primary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in primary school.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.REPT.ZS", "name": "Repeaters, primary, total (% of total enrollment)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Repeaters in primary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in primary school.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.SATT", "name": "Policy Lever (School Management) - Attraction", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SATT.1", "name": "(De Jure) Do the national policies governing the education system portray the position of principal or head teacher as professionalized and distinct figure within schools?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SATT.2", "name": "(De Facto) Average principal salary as percent of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SATT.3", "name": "(De Facto) Percent of principals reporting being satisfied or very satisfied with their social status in the community", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SATT.DF", "name": "(De Facto) Policy Lever (School Management) - Attraction", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SATT.DJ", "name": "(De Jure) Policy Lever (School Management) - Attraction", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN", "name": "Policy Lever (School Management) - Clarity of Functions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.1", "name": "(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of the maintenance and expansion of school infrastructure?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.10", "name": "(De Jure) Do the policies governing schools assign the responsibility of student learning assessments?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.11", "name": "(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of principal hiring and assignment?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.12", "name": "(De Jure) Do the policies governing schools assign the responsibility of principal hiring and assignment?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.13", "name": "(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of principal supervision and training?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.14", "name": "(De Jure) Do the policies governing schools assign the responsibility of principal supervision and training?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.2", "name": "(De Jure) Do the policies governing schools assign the responsibility of maintenance and expansion of school infrastructure?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.3", "name": "(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of the procurement of materials?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.4", "name": "(De Jure) Do the policies governing schools assign the responsibility of procurement of materials?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.5", "name": "(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of teacher hiring and assignment?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.6", "name": "(De Jure) Do the policies governing schools assign the responsibility of teacher hiring and assignment?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.7", "name": "(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of teacher supervision, training, and coaching?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.8", "name": "(De Jure) Do the policies governing schools assign the responsibility of teacher supervision, training, and coaching?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.9", "name": "(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of student learning assessments?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.DF", "name": "(De Facto) Policy Lever (School Management) - Clarity of Functions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SCFN.DJ", "name": "(De Jure) Policy Lever (School Management) - Clarity of Functions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SEVL", "name": "Policy Lever (School Management) - Evaluation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SEVL.1", "name": "(De Jure) Is there a policy that specifies the need to monitor principal or head teacher performance?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SEVL.2", "name": "(De Jure) Is the criteria to evaluate principals clear and includes multiple factors?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SEVL.3", "name": "(De Facto) Percent of principals that report having been evaluated  during the last school year", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SEVL.4", "name": "(De Facto) Percent of principals that report having been evaluated on multiple factors", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SEVL.5", "name": "(De Facto) Percent of principals that report there would be consequences after two negative evaluations", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SEVL.6", "name": "(De Facto) Percent of principals that report there would be consequences after two positive evaluations", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SEVL.DF", "name": "(De Facto) Policy Lever (School Management) - Evaluation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SEVL.DJ", "name": "(De Jure) Policy Lever (School Management) - Evaluation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD", "name": "Policy Lever (School Management) - Selection & Deployment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.1", "name": "(De Jure) Is there a systematic approach/rubric for the selection of principals?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.10", "name": "(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is years of experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.11", "name": "(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is quality of teaching", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.12", "name": "(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is demonstrated management qualities", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.13", "name": "(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is having a good relationship with the owner of the school", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.14", "name": "(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is political affiliations", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.15", "name": "(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is ethnic group", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.16", "name": "(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is knowledge of the local community", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.2", "name": "(De Jure) How are the principals selected? Based on the requirements, is the selection system meritocratic?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.3", "name": "(De Facto) Percent of principals that report that the factors considered when selecting a principal include years of experience", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.4", "name": "(De Facto)  Percent of principals that report that the factors considered when selecting a principal include quality of teaching", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.5", "name": "(De Facto) Percent of principals that report that the factors considered when selecting a principal include demonstrated management qualities", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.6", "name": "(De Facto) Percent of principals that report that the factors considered when selecting a principal include good relationship with the owner of the school", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.7", "name": "(De Facto) Percent of principals that report that the factors considered when selecting a principal include political affiliations", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.8", "name": "(De Facto) Percent of principals that report that the factors considered when selecting a principal include ethnic group", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.9", "name": "(De Facto) Percent of principals that report that the factors considered when selecting a principal include knowledge of the local community", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.DF", "name": "(De Facto) Policy Lever (School Management) - Selection & Deployment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSLD.DJ", "name": "(De Jure) Policy Lever (School Management) - Selection & Deployment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP", "name": "Policy Lever (School Management) - Support", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.1", "name": "(De Jure) Are principals required to have training on how to manage a school?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.10", "name": "(De Facto) Percent of principals that report having used the skills they gained at the last training they attended", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.11", "name": "(De Facto) Average number of trainings that principals report having been offered to them in the past year", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.2", "name": "(De Jure) Are principals required to have management training for new principals?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.3", "name": "(De Jure) Are principals required to have in-service training?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.4", "name": "(De Jure) Are principals required to have mentoring/coaching by experienced principals?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.5", "name": "(De Jure) How many times per year do principals have trainings?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.6", "name": "(De Facto) Percent of principals that report ever having received formal training", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.7", "name": "(De Facto) Percent of principals that report having received management training for new principals", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.8", "name": "(De Facto) Percent of principals that report having received in-service training", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.9", "name": "(De Facto) Percent of principals that report having received mentoring/coaching by experienced principals", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.DF", "name": "(De Facto) Policy Lever (School Management) - Support", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.SSUP.DJ", "name": "(De Jure) Policy Lever (School Management) - Support", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT", "name": "Policy Lever (Teaching) - Attraction", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "In the school survey, a number of De Facto questions on teacher attraction are asked.  0.8 points is awarded for each of the following:   , 0.8 Points. Teacher satisfied with job   - 0.8 Points. Teacher satisfied with status in community   - 0.8 Points. Would better teachers be promoted faster?   - 0.8 Points. Do teachers receive bonuses?   - 0.8 Points. One minus the fraction of months in past year with a salary delay.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT.1", "name": "(De Jure) Average starting public-school teacher salary as percent of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT.2", "name": "(De Facto) Percent of teachers reporting being satisfied or very satisfied with their social status in the community", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT.3", "name": "(De Facto) Percent of teachers reporting being satisfied or very satisfied with their job as teacher", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT.4", "name": "(De Facto) Percent of teachers reporting having received financial bonuses in addition to their salaries", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT.5", "name": "(De Facto) Percent of teachers reporting that there are incentives (financial or otherwise) for teachers to teach certain subjects/grades and/or in certain areas", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT.6", "name": "(De Facto) Percent of teachers that performance matters for promotions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT.7", "name": "(De Jure) Is there a well-established career path for teachers?", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT.8", "name": "(De Facto) Percent of teachers that report salary delays in the past 12 months", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT.DF", "name": "(De Facto) Policy Lever (Teaching) - Attraction", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TATT.DJ", "name": "(De Jure) Policy Lever (Teaching) - Attraction", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TCAQ.FE.ZS", "name": "Trained teachers in primary education, female (% of female teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.TCAQ.MA.ZS", "name": "Trained teachers in primary education, male (% of male teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.TCAQ.ZS", "name": "Trained teachers in primary education (% of total teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.TCHR", "name": "Primary education, teachers", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Primary education teachers includes full-time and part-time teachers.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.TCHR.FE", "name": "Teachers in primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.TCHR.FE.ZS", "name": "Primary education, teachers (% female)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female teachers as a percentage of total primary education teachers includes full-time and part-time teachers.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.TENR", "name": "Adjusted net enrollment rate, primary (% of primary school age children)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net enrollment is the number of pupils of the school-age group for primary education, enrolled either in primary or secondary education, expressed as a percentage of the total population in that age group.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.TENR.1", "name": "(De Facto) Percent of primary school age children who are enrolled at primary education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TENR.FE", "name": "Adjusted net enrollment rate, primary, female (% of primary school age children)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net enrollment is the number of pupils of the school-age group for primary education, enrolled either in primary or secondary education, expressed as a percentage of the total population in that age group.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.TENR.MA", "name": "Adjusted net enrollment rate, primary, male (% of primary school age children)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adjusted net enrollment is the number of pupils of the school-age group for primary education, enrolled either in primary or secondary education, expressed as a percentage of the total population in that age group.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.TEVL", "name": "Policy Lever (Teaching) - Evaluation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School survey.  This policy lever measures whether there is a teacher evaluation system in place, and if so, the types of decisions that are made based on the evaluation results.  Score is the sum of the following:   , 1 Point. Was teacher formally evaluated in past school year?   - 1 Point total.  0.2 points for each of the following: Evaluation included evaluation of attendance, knowledge of subject matter, pedagogical skills in the classroom, students' academic achievement, students' socio-emotional development       - 1 Point.  Consequences exist if teacher receives 2 or more negative evaluations   - 1 Point. Rewards exist if teacher receives 2 or more positive evaluations", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TEVL.1", "name": "(De Jure) Legislation assigns responsibility of evaluating the performance of teachers to a public authority (national, regional, local)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TEVL.2", "name": "(De Jure) Legislation assigns responsibility of evaluating the performance of teachers to the schools", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TEVL.3", "name": "(De Facto) Percent of teachers that report being evaluated in the past 12 months", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TEVL.4", "name": "(De Jure) The criteria to evaluate teachers is clear", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TEVL.5", "name": "(De Facto) Number of criteria used to evaluate teachers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TEVL.6", "name": "(De Facto) Percent of teachers that report there would be consequences after two negative evaluations", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TEVL.7", "name": "(De Facto) Percent of teachers that report there would be consequences after two positive evaluations", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": [{}]}
{"id": "SE.PRM.TEVL.8", "name": "(De Jure) There are clear consequences for teachers who receive two or more negative evaluations", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TEVL.9", "name": "(De Jure) There are clear consequences for teachers who receive two or more positive evaluations", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TEVL.DF", "name": "(De Facto) Policy Lever (Teaching) - Evaluation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TEVL.DJ", "name": "(De Jure) Policy Lever (Teaching) - Evaluation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM", "name": "Policy Lever (Teaching) - Intrinsic Motivation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School Survey. This lever measures whether teachers are intrinsically motivated to teach. The question(s) aim to address this phenomenon by measuring the level of intrinsic motivation among teachers as well as teacher values that may be relevant for ensuring that the teacher is motivated to focus on all children and not just some.  Score is sum of the following      , Max 1 point. Average response to battery of questions on whether teachers considers it acceptable to be absent in certain situations.  Average response scores scaled to be continuous score between 0-1.     - Max 1 point. Average response to battery of questions on whether teachers consider some students to be more deserving of attention.  Average response scores scaled to be continuous score between 0-1.    - Max 1 point. Average response to battery of questions on teachers growth mindset regarding students.  Average response scores scaled to be continuous score between 0-1.    - 1 point. Binary response to whether teacher said they became teacher, because teaching offered steady career.  Teacher scored 0 points if they reported wanting to teach for a steady career.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.1", "name": "(De Facto) Percent of teachers that agree or strongly agrees with \"It is acceptable for a teacher to be absent if the assigned curriculum has been completed\"", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.10", "name": "(De Facto) Percent of teachers that agree or strongly agrees with \"Students can change even their basic intelligence level considerably\"", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.11", "name": "(De Facto) Percent of teachers who state that intrinsic motivation was the main reason to become teachers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.12", "name": "(De Facto) New teachers are required to undergo a probationary period", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.13", "name": "(De Jure) New teachers are required to undergo a probationary period", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.2", "name": "(De Facto) Percent of teachers that agree or strongly agrees with \"It is acceptable for a teacher to be absent if students are left with work to do\"", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.3", "name": "(De Facto) Percent of teachers that agree or strongly agrees with \"It is acceptable for a teacher to be absent if the teacher is doing something useful for the community\"", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.4", "name": "(De Facto) Percent of teachers that agree or strongly agrees with \"Students deserve more attention if they attend school regularly\"", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.5", "name": "(De Facto) Percent of teachers that agree or strongly agrees with \"Students deserve more attention if they come to school with materials\"", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.6", "name": "(De Facto) Percent of teachers that agree or strongly agrees with \"Students deserve more attention if they are motivated to learn\"", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.7", "name": "(De Facto) Percent of teachers that agree or strongly agrees with \"Students have a certain amount of intelligence and they really can\u2019t do much to change it\"", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.8", "name": "(De Facto) Percent of teachers that agree or strongly agrees with \"To be honest, students can\u2019t really change how intelligent they are\"", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.9", "name": "(De Facto) Percent of teachers that agree or strongly agrees with \"Students can always substantially change how intelligent they are\"", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.DF", "name": "(De Facto) Policy Lever (Teaching) - Intrinsic Motivation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TINM.DJ", "name": "(De Jure) Policy Lever (Teaching) - Intrinsic Motivation", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TMNA", "name": "Policy Lever (Teaching) - Monitoring & Accountability", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School Survey.  This policy lever measures the extent to which teacher presence is being monitored, whether attendance is rewarded, and whether there are consequences for chronic absence. Score is the sum of the following:   , 1 Point. Teachers evaluated by some authority on basis of absence.   - 1 Point.  Good attendance is rewarded.    - 1 Point.  There are consequences for chronic absence (more than 30% absence).   - 1 Point. One minus the fraction of teachers that had to miss class because of any of the following: collect paycheck, school administrative procedure, errands or request of the school district office, other administrative tasks.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TMNA.1", "name": "(De Jure) Information on teacher presence/absenteeism is being collected on a regular basis", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TMNA.2", "name": "(De Jure) Teachers receive monetary compensation for being present", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TMNA.3", "name": "(De Facto) Teacher report receiving monetary compensation (aside from salary) for being present", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TMNA.4", "name": "(De Facto) Percent of teachers that report having been absent because of administrative processes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TMNA.5", "name": "(De Facto) Percent of teachers that report that there would be consequences for being absent 40% of the time", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TMNA.DF", "name": "(De Facto) Policy Lever (Teaching) - Monitoring & Accountability", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TMNA.DJ", "name": "(De Jure) Policy Lever (Teaching) - Monitoring & Accountability", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSDP", "name": "Policy Lever (Teaching) - Selection & Deployment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School Survey.  The De Facto portion of the Teacher Selection and Deployment Indicator considers two issues: how teachers are selected into the profession and how teachers are assigned to positions (transferred) once in the profession. Research shows that degrees and years of experience explain in little variation in teacher quality, so more points are assigned for systems that also base hiring on content knowledge or pedagogical skill.  2 points are available for the way teachers are selected and 2 points are available for deployment.     Selection   , 0 Points. None of the below   - 1 point.  Teachers selected based on completion of coursework, educational qualifications, graduating from tertiary program (including specialized programs), selected based on experience   - 2 points. Teacher recruited based on passing written content knowledge test, passed interview stage assessment, passed an assessment conducted by supervisor based on practical experience, conduct during mockup class.      Deployment   - 0 Points. None of the below   - 1 point.  Teachers deployed based on years of experience or job title hierarchy or other criteria   - 2 points. Teacher deployed based on performance assessed by school authority, colleagues, or external evaluator, results of interview.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSDP.1", "name": "(De Jure) Requirements to enter into initial education programs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSDP.2", "name": "(De Facto) Average quality of applicants accepted into initial education programs", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSDP.3", "name": "(De Jure) Requirements to become a primary school teacher", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSDP.4", "name": "(De Facto) Requirements to become a primary school teacher", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSDP.5", "name": "(De Jure) Requirements to fulfill a transfer request", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSDP.6", "name": "(De Facto) Requirements to fulfill a transfer request", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSDP.7", "name": "(De Jure) Selectivity of teacher hiring process", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSDP.DF", "name": "(De Facto) Policy Lever (Teaching) - Selection & Deployment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSDP.DJ", "name": "(De Jure) Policy Lever (Teaching) - Selection & Deployment", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP", "name": "Policy Lever (Teaching) - Support", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "School survey.  Our teaching support indicator asks teachers about participation and the experience with several types of formal/informal training:      Pre,Service (Induction) Training:   - 0.5 Points. Had a pre-service training   - 0.5 Points.  Teacher reported receiving usable skills from training      Teacher practicum (teach a class with supervision)   - 0.5 Points. Teacher participated in a practicum   - 0.5 Points.  Practicum lasted more than 3 months and teacher spent more than one hour per day teaching to students.     In-Service Training:   - 0.5 Points. Had an in-service training   - 0.25 Points. In-service training lasted more than 2 total days   - 0.125 Points. More than 25% of the in-service training was done in the classroom.   - 0.125 Points. More than 50% of the in-service training was done in the classroom.     Opportunities for teachers to come together to share ways of improving teaching: <br>  - 1 Point if such opportunities exist.", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.1", "name": "(De Jure) Practicum required as part of pre-service training", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.2", "name": "(De Facto) Percent reporting they completed a practicum as part of pre-service training", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.3", "name": "(De Facto) Percent of teachers reporting that they participated in an induction and/or mentorship program", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.4", "name": "(De Jure) Participation in professional development has professional implications for teachers", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.5", "name": "(De Facto) Percent of teachers reporting having attended in-service trainings in the past 12 months", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.6", "name": "(De Facto) Average length of the trainings attended", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.7", "name": "(De Facto) Average span of time (in weeks) of those trainings", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.8", "name": "(De Facto) Average percent of time spent inside the classrooms during the trainings", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.9", "name": "(De Facto) Percent of teachers that report having opportunities to come together with other teachers to discuss ways of improving teaching", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.DF", "name": "(De Facto) Policy Lever (Teaching) - Support", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.TSUP.DJ", "name": "(De Jure) Policy Lever (Teaching) - Support", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "", "sourceOrganization": "World Bank, Global Education Policy Dashboard", "topics": []}
{"id": "SE.PRM.UNER", "name": "Children out of school, primary", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.UNER.FE", "name": "Children out of school, primary, female", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.UNER.FE.ZS", "name": "Children out of school, female (% of female primary school age)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.UNER.MA", "name": "Children out of school, primary, male", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.PRM.UNER.MA.ZS", "name": "Children out of school, male (% of male primary school age)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.PRM.UNER.Q1.ZS", "name": "Children out of school, primary, poorest quintile (% of relevant age group, DHS/MICS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 1 (lowest) is the number of quintile 1 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 1 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school.", "sourceOrganization": "World Bank EdStats database (http://datatopics.worldbank.org/education/)", "topics": []}
{"id": "SE.PRM.UNER.Q5.ZS", "name": "Children out of school, primary, richest quintile (% of relevant age group, DHS/MICS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Proportion of out-of-school. Primary. Quintile 5 (highest) is the number of quintile 5 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 5 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school.", "sourceOrganization": "World Bank EdStats database (http://datatopics.worldbank.org/education/)", "topics": []}
{"id": "SE.PRM.UNER.ZS", "name": "Children out of school (% of primary school age)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SCH.EFIC.ZS", "name": "Education coefficient of efficiency (ideal years to graduate as % of actual)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SCH.LIFE", "name": "School life expectancy, primary to tertiary, both sexes (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "SE.SCH.LIFE.FE", "name": "School life expectancy, primary to tertiary, female (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SE.SCH.LIFE.MA", "name": "School life expectancy, primary to tertiary, male (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SE.SCHL.JRSEC", "name": "Number of schools at Junior Secondary Level", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "SE.SCHL.PRM", "name": "Number of schools at Primary Level", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "SE.SCHL.SRSEC", "name": "Number of schools at Senior Secondary level", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "SE.SEC.AGEE.ZS", "name": "Age efficiency, secondary (net enrollment as % of gross)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.AGES", "name": "Lower secondary school starting age (years)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Lower secondary school starting age is the age at which students would enter lower secondary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.CMPT.LO.FE.ZS", "name": "Lower secondary completion rate, female (% of relevant age group)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Lower secondary education completion rate is measured as the gross intake ratio to the last grade of lower secondary education (general and pre-vocational). It is calculated as the number of new entrants in the last grade of lower secondary education, regardless of age, divided by the population at the entrance age for the last grade of lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.CMPT.LO.MA.ZS", "name": "Lower secondary completion rate, male (% of relevant age group)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Lower secondary education completion rate is measured as the gross intake ratio to the last grade of lower secondary education (general and pre-vocational). It is calculated as the number of new entrants in the last grade of lower secondary education, regardless of age, divided by the population at the entrance age for the last grade of lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.CMPT.LO.ZS", "name": "Lower secondary completion rate, total (% of relevant age group)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Lower secondary education completion rate is measured as the gross intake ratio to the last grade of lower secondary education (general and pre-vocational). It is calculated as the number of new entrants in the last grade of lower secondary education, regardless of age, divided by the population at the entrance age for the last grade of lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.CUAT.LO.FE.ZS", "name": "Educational attainment, at least completed lower secondary, population 25+, female (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.CUAT.LO.MA.ZS", "name": "Educational attainment, at least completed lower secondary, population 25+, male (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.CUAT.LO.ZS", "name": "Educational attainment, at least completed lower secondary, population 25+, total (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.CUAT.PO.FE.ZS", "name": "Educational attainment, at least completed post-secondary, population 25+, female (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.CUAT.PO.MA.ZS", "name": "Educational attainment, at least completed post-secondary, population 25+, male (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.CUAT.PO.ZS", "name": "Educational attainment, at least completed post-secondary, population 25+, total (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.CUAT.UP.FE.ZS", "name": "Educational attainment, at least completed upper secondary, population 25+, female (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed upper secondary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.CUAT.UP.MA.ZS", "name": "Educational attainment, at least completed upper secondary, population 25+, male (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed upper secondary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.CUAT.UP.ZS", "name": "Educational attainment, at least completed upper secondary, population 25+, total (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed upper secondary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.DURS", "name": "Secondary education, duration (years)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary duration refers to the number of grades (years) in secondary school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.DURS.LO", "name": "Theoretical duration of lower secondary education (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of grades (years) in lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.DURS.UP", "name": "Theoretical duration of upper secondary education (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of grades (years) in upper secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRL", "name": "Secondary education, pupils", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary education pupils is the total number of pupils enrolled at secondary level in public and private schools.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRL.FE", "name": "Enrolment in secondary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled at public and private secondary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRL.FE.VO.ZS", "name": "Vocational and Technical enrolment (% of total secondary enrolment), female", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Total number of female students enrolled in vocational programmes at the secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRL.FE.ZS", "name": "Secondary education, pupils (% female)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female pupils as a percentage of total pupils at secondary level includes enrollments in public and private schools.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.ENRL.GC", "name": "Secondary education, general pupils", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary general pupils are the number of secondary students enrolled in general education programs, including teacher training.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRL.GC.FE.ZS", "name": "Secondary education, general pupils (% female)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary general pupils are the number of secondary students enrolled in general education programs, including teacher training.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.ENRL.LO.TC.ZS", "name": "Pupil-teacher ratio, lower secondary", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Lower secondary school pupil-teacher ratio is the average number of pupils per teacher in lower secondary school.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRL.MA.VO.ZS", "name": "Share of male students in secondary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Total number of male students enrolled in vocational programmes at the secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRL.TC.ZS", "name": "Pupil-teacher ratio, secondary", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary school pupil-teacher ratio is the average number of pupils per teacher in secondary school.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRL.UP.TC.ZS", "name": "Pupil-teacher ratio, upper secondary", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Upper secondary school pupil-teacher ratio is the average number of pupils per teacher in upper secondary school.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRL.VO", "name": "Secondary education, vocational pupils", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary vocational pupils are the number of secondary students enrolled in technical and vocational education programs, including teacher training.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRL.VO.FE.ZS", "name": "Secondary education, vocational pupils (% female)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary vocational pupils are the number of secondary students enrolled in technical and vocational education programs, including teacher training.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.ENRL.VO.ZS", "name": "Share of all students in secondary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in vocational programmes at the secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRR", "name": "School enrollment, secondary (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRR.FE", "name": "School enrollment, secondary, female (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.ENRR.LO", "name": "Gross enrolment ratio, lower secondary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total enrollment in lower secondary education, regardless of age, expressed as a percentage of the total population of official lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRR.LO.FE", "name": "Gross enrolment ratio, lower secondary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total female enrollment in lower secondary education, regardless of age, expressed as a percentage of the total female population of official lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRR.LO.MA", "name": "Gross enrolment ratio, lower secondary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total male enrollment in lower secondary education, regardless of age, expressed as a percentage of the total male population of official lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRR.MA", "name": "School enrollment, secondary, male (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.ENRR.MF", "name": "School Enroll. Ratio, secondary (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.ENRR.UP", "name": "Gross enrolment ratio, upper secondary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total enrollment in upper secondary education, regardless of age, expressed as a percentage of the total population of official upper secondary education age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRR.UP.FE", "name": "Gross enrolment ratio, upper secondary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total female enrollment in upper secondary education, regardless of age, expressed as a percentage of the female population of official upper secondary education age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.ENRR.UP.MA", "name": "Gross enrolment ratio, upper secondary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total male enrollment in upper secondary education, regardless of age, expressed as a percentage of the male population of official upper secondary education age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.NENR", "name": "School enrollment, secondary (% net)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.NENR.FE", "name": "School enrollment, secondary, female (% net)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.NENR.MA", "name": "School enrollment, secondary, male (% net)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.PRIV.ZS", "name": "School enrollment, secondary, private (% of total secondary)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.PROG.FE.ZS", "name": "Progression to secondary school, female (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year).", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.PROG.MA.ZS", "name": "Progression to secondary school, male (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year).", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.PROG.ZS", "name": "Progression to secondary school (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year).", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.REPT.FE.ZS", "name": "Repeaters, secondary, female (% of female enrollment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Repeaters in secondary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in secondary school.", "sourceOrganization": "United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.", "topics": []}
{"id": "SE.SEC.REPT.MA.ZS", "name": "Repeaters, secondary, male (% of male enrollment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Repeaters in secondary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in secondary school.", "sourceOrganization": "United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.", "topics": []}
{"id": "SE.SEC.REPT.ZS", "name": "Repeaters, secondary, total (% of total enrollment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Repeaters in secondary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in secondary school.", "sourceOrganization": "United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.", "topics": []}
{"id": "SE.SEC.TCAQ.FE.ZS", "name": "Trained teachers in secondary education, female (% of female teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in secondary education are the percentage of secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCAQ.LO.FE.ZS", "name": "Trained teachers in lower secondary education, female (% of female teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCAQ.LO.MA.ZS", "name": "Trained teachers in lower secondary education, male (% of male teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCAQ.LO.ZS", "name": "Trained teachers in lower secondary education (% of total teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCAQ.MA.ZS", "name": "Trained teachers in secondary education, male (% of male teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in secondary education are the percentage of secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCAQ.UP.FE.ZS", "name": "Trained teachers in upper secondary education, female (% of female teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCAQ.UP.MA.ZS", "name": "Trained teachers in upper secondary education, male (% of male teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCAQ.UP.ZS", "name": "Trained teachers in upper secondary education (% of total teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCAQ.ZS", "name": "Trained teachers in secondary education (% of total teachers)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Trained teachers in secondary education are the percentage of secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCHR", "name": "Secondary education, teachers", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary education teachers includes full-time and part-time teachers.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCHR.FE", "name": "Secondary education, teachers, female", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Secondary education teachers includes full-time and part-time teachers.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.TCHR.FE.ZS", "name": "Secondary education, teachers (% female)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female teachers as a percentage of total secondary education teachers includes full-time and part-time teachers.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.SEC.TCHR.GC", "name": "Secondary education, general teachers", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.TCHR.GC.FE.ZS", "name": "Secondary education, general teachers (% female)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.TCHR.VO", "name": "Secondary education, vocational teachers", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.TCHR.VO.FE.ZS", "name": "Secondary education, vocational teachers (% female)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.UNER", "name": "Children out of school, secondary", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.UNER.FE", "name": "Children out of school, secondary, female", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.UNER.FE.ZS", "name": "Children out of school, secondary, female (% of relevant age group)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.UNER.LO.FE.ZS", "name": "Adolescents out of school, female (% of female lower secondary school age)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.UNER.LO.MA.ZS", "name": "Adolescents out of school, male (% of male lower secondary school age)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.UNER.LO.ZS", "name": "Adolescents out of school (% of lower secondary school age)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.SEC.UNER.MA", "name": "Children out of school, secondary, male", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.UNER.MA.ZS", "name": "Children out of school, secondary, male (% of relevant age group)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SEC.UNER.ZS", "name": "Children out of school, secondary (% of relevant age group)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.SRSEC.NENR.ZS", "name": "Net Enrollment Ratio: Senior Secondary (in %)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "The junior secondary net enrolment ratio is a comparative figure for the number of junior secondary school students to the number of population aged 13-15, expressed as a percentage.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "SE.STUD.JRSEC", "name": "Number of Student: Junior Secondary Level (in number of people, 2009 data only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Education", "topics": []}
{"id": "SE.STUD.PRM", "name": "Number of Student: Primary Level (in number of people, 2009 data only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Education", "topics": []}
{"id": "SE.STUD.SRSEC", "name": "Number of Student: Senior Secondary Level (in number of people, 2009 data only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Education", "topics": []}
{"id": "SE.TCHR.JRSEC", "name": "Number of Teacher: Junior Secondary Level (in number of people, 2009 data only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Education", "topics": []}
{"id": "SE.TCHR.PRM", "name": "Number of Teacher: Primary Level (in number of people, 2009 data only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Education", "topics": []}
{"id": "SE.TCHR.SRSEC", "name": "Number of Teacher: Senior Secondary Level (in number of people, 2009 data only)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "Ministry of Education", "topics": []}
{"id": "SE.TER.CMPL.FE.ZS", "name": "Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female graduates from first degree programmes (at ISCED 6 and 7) expressed as a percentage of the female population of the theoretical graduation age of the most common first degree programme.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.CMPL.MA.ZS", "name": "Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male graduates from first degree programmes (at ISCED 6 and 7) expressed as a percentage of the male population of the theoretical graduation age of the most common first degree programme.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.CMPL.ZS", "name": "Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of graduates from first degree programmes (at ISCED 6 and 7) expressed as a percentage of the population of the theoretical graduation age of the most common first degree programme.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.CUAT.BA.FE.ZS", "name": "Educational attainment, at least Bachelor's or equivalent, population 25+, female (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.BA.MA.ZS", "name": "Educational attainment, at least Bachelor's or equivalent, population 25+, male (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.BA.ZS", "name": "Educational attainment, at least Bachelor's or equivalent, population 25+, total (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.DO.FE.ZS", "name": "Educational attainment, Doctoral or equivalent, population 25+, female (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.DO.MA.ZS", "name": "Educational attainment, Doctoral or equivalent, population 25+, male (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.DO.ZS", "name": "Educational attainment, Doctoral or equivalent, population 25+, total (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.MS.FE.ZS", "name": "Educational attainment, at least Master's or equivalent, population 25+, female (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed Master's or equivalent.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.MS.MA.ZS", "name": "Educational attainment, at least Master's or equivalent, population 25+, male (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed Master's or equivalent.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.MS.ZS", "name": "Educational attainment, at least Master's or equivalent, population 25+, total (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed Master's or equivalent.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.ST.FE.ZS", "name": "Educational attainment, at least completed short-cycle tertiary, population 25+, female (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.ST.MA.ZS", "name": "Educational attainment, at least completed short-cycle tertiary, population 25+, male (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.CUAT.ST.ZS", "name": "Educational attainment, at least completed short-cycle tertiary, population 25+, total (%) (cumulative)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.ENRL", "name": "Enrolment in tertiary education, all programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The total number of students enrolled at public and private tertiary education institutions.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.ENRL.FE", "name": "Enrolment in tertiary education, all programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The total number of female students enrolled at public and private tertiary education institutions.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.ENRL.FE.ZS", "name": "Percentage of students in tertiary education who are female (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Number of female students at the tertiary education level (ISCED 5 to 8) expressed as a percentage of the total number of students (male and female) at the tertiary education level (ISCED 5 to 8) in a given school year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.ENRL.TC.ZS", "name": "Pupil-teacher ratio, tertiary", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Tertiary school pupil-teacher ratio is the average number of pupils per teacher in tertiary school.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.ENRR", "name": "School enrollment, tertiary (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Tertiary education, whether or not to an advanced research qualification, normally requires, as a minimum condition of admission, the successful completion of education at the secondary level.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.ENRR.FE", "name": "School enrollment, tertiary, female (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Tertiary education, whether or not to an advanced research qualification, normally requires, as a minimum condition of admission, the successful completion of education at the secondary level.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.ENRR.MA", "name": "School enrollment, tertiary, male (% gross)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Tertiary education, whether or not to an advanced research qualification, normally requires, as a minimum condition of admission, the successful completion of education at the secondary level.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}, {"id": "17", "value": "Gender"}]}
{"id": "SE.TER.GRAD.AG.ZS", "name": "Percentage of graduates from tertiary education graduating from Agriculture, Forestry, Fisheries and Veterinary programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed Agriculture, Forestry, Fisheries and Veterinary programmes in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.ED.ZS", "name": "Percentage of graduates from tertiary education graduating from Education programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed education programmes in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.EN.ZS", "name": "Percentage of graduates from tertiary education graduating from Engineering, Manufacturing and Construction programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed engineering, manufacturing and construction programmes in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.FE.AG.ZS", "name": "Female share of graduates in Agriculture, Forestry, Fisheries and Veterinary programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.FE.ED.ZS", "name": "Female share of graduates in Education programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.FE.EN.ZS", "name": "Female share of graduates in Engineering, Manufacturing and Construction programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.FE.HL.ZS", "name": "Female share of graduates in Health and Welfare programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.FE.HU.ZS", "name": "Female share of graduates in Arts and Humanities programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.FE.OT.ZS", "name": "Female share of graduates in unknown or unspecified fields, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.FE.SC.ZS", "name": "Female share of graduates in Natural Sciences, Mathematics and Statistics programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.FE.SI.ZS", "name": "Female share of graduates from Science, Technology, Engineering and Mathematics (STEM) programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.FE.SS.ZS", "name": "Female share of graduates in Social Sciences, Journalism and Information programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.FE.SV.ZS", "name": "Female share of graduates in Services programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}, {"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.HL.ZS", "name": "Percentage of graduates from tertiary education graduating from Health and Welfare programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed health and welfare programmes in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.HU.ZS", "name": "Percentage of graduates from tertiary education graduating from Arts and Humanities programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed humanities and arts programmes in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.OT.ZS", "name": "Percentage of graduates from tertiary education graduating from programmes in unspecified fields, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed programmes in unspecified fields in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.SC.ZS", "name": "Percentage of graduates from tertiary education graduating from Natural Sciences, Mathematics and Statistics programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed Natural Sciences, Mathematics and Statistics programmes in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.SS.ZS", "name": "Percentage of graduates from tertiary education graduating from Social Sciences, Journalism and Information programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed Social Sciences, Journalism and Information programmes in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.GRAD.SV.ZS", "name": "Percentage of graduates from tertiary education graduating from Services programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed services programmes in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.PRIV.ZS", "name": "Percentage of enrolment in tertiary education in private institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students in tertiary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.SCIE.ZS", "name": "Science and engineering students (% of total tertiary students)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.TER.TCHR", "name": "Teachers in tertiary education programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of teachers in public and private tertiary education institutions (ISCED 5-8). 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.TCHR.FE", "name": "Teachers in tertiary education programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female teachers in public and private tertiary education institutions (ISCED 5-8). 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TER.TCHR.FE.ZS", "name": "Tertiary education, academic staff (% female)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Tertiary education, academic staff (% female) is the share of female academic staff in tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.TOT.ENRR", "name": "Gross enrolment ratio, primary to tertiary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total enrollment in primary, secondary and tertiary education, regardless of age, expressed as a percentage of the total population of primary school age, secondary school age, and the five-year age group following on from secondary school leaving. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.CPRM.ZS", "name": "Current education expenditure, primary (% of total expenditure in primary public institutions)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.CSEC.ZS", "name": "Current education expenditure, secondary (% of total expenditure in secondary public institutions)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.CTER.ZS", "name": "Current education expenditure, tertiary (% of total expenditure in tertiary public institutions)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.CTOT.ZS", "name": "Current education expenditure, total (% of total expenditure in public institutions)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.CUR.TOTL.ZS", "name": "Current expenditure as % of total expenditure in public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional). Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions by total expenditure (current and capital) in public institutions, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.EDUC.ZS", "name": "Public Expenditure on Education  (% GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "SE.XPD.MPRM.ZS", "name": "All education staff compensation, primary (% of total expenditure in primary public institutions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "All staff (teacher and non-teachers) compensation is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programs, and other allowances and benefits.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.MSEC.ZS", "name": "All education staff compensation, secondary (% of total expenditure in secondary public institutions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "All staff (teacher and non-teachers) compensation is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programs, and other allowances and benefits.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.MTER.ZS", "name": "All education staff compensation, tertiary (% of total expenditure in tertiary public institutions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "All staff (teacher and non-teachers) compensation is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programs, and other allowances and benefits.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.MTOT.ZS", "name": "All education staff compensation, total (% of total expenditure in public institutions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "All staff (teacher and non-teachers) compensation is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programs, and other allowances and benefits.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.PRIM.GDP.ZS", "name": "Public spending on education, primary (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.XPD.PRIM.PC.ZS", "name": "Government expenditure per student, primary (% of GDP per capita)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.PRIM.ZS", "name": "Expenditure on primary education (% of government expenditure on education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Expenditure on primary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.PTCH.ZS", "name": "Spending on teaching materials, primary (% of primary expenditure)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.SECO.GDP.ZS", "name": "Public spending on education, secondary (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.XPD.SECO.PC.ZS", "name": "Government expenditure per student, secondary (% of GDP per capita)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.SECO.ZS", "name": "Expenditure on secondary education (% of government expenditure on education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Expenditure on secondary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.STCH.ZS", "name": "Spending on teaching materials, secondary (% of secondary expenditure)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.TCHR.XC.ZS", "name": "Teachers' salaries (% of current education expenditure)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "", "sourceOrganization": "", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.TERT.GDP.ZS", "name": "Public spending on education, tertiary (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SE.XPD.TERT.PC.ZS", "name": "Government expenditure per student, tertiary (% of GDP per capita)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.TERT.ZS", "name": "Expenditure on tertiary education (% of government expenditure on education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Expenditure on tertiary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.TOTL.GB.ZS", "name": "Government expenditure on education, total (% of government expenditure)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "General government expenditure on education (current, capital, and transfers) is expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.TOTL.GD.ZS", "name": "Government expenditure on education, total (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "General government expenditure on education (current, capital, and transfers) is expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SE.XPD.TOTL.GN.ZS", "name": "Public spending on education, total (% of GNI, UNESCO)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Public expenditure on education consists of current and capital government spending on educational institutions (both public and private), education administration as well as subsidies for private entities (students/households and other privates entities).", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/)", "topics": []}
{"id": "SE.YRS.SCHL.1519.Q1", "name": "Average years of schooling, poorest quintile (ages 15-19, DHS/MICS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 1 (lowest) is the number of years of formal schooling received, on average, by the quintile 1 population of the given age group.", "sourceOrganization": "World Bank EdStats database (http://datatopics.worldbank.org/education/)", "topics": []}
{"id": "SE.YRS.SCHL.1519.Q5", "name": "Average years of schooling, richest quintile (ages 15-19, DHS/MICS)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Average years of schooling by age group. Age 15-19. Quintile 5 (highest) is the number of years of formal schooling received, on average, by the quintile 5 population of the given age group.", "sourceOrganization": "World Bank EdStats database (http://datatopics.worldbank.org/education/)", "topics": []}
{"id": "SF.CMN.FAX.TH", "name": "Fax machines (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.ICALL.3MN.CD", "name": "International telecom, average price call to USA (US$ per 3 min.)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.ICALL.MN.SU", "name": "International telecom, outgoing traffic (minutes per subscriber)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.INET.USER.10K", "name": "Internet users (per 10,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.MNLN.TH", "name": "Telephone mainlines (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.NEWS.TH", "name": "Daily newspapers (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.PC.TH", "name": "Personal computers (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.PHON.CELL.TH", "name": "Mobile phones (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.PHON.LCTY.ZS", "name": "Telephone mainlines in largest city (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.PHON.LN.WAIT", "name": "Telephone mainlines, waiting time (years)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.RDIO.TH", "name": "Radios (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.CMN.TELE.TH", "name": "Television sets (per 1,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.TRN.AIR.DPRT", "name": "Aircraft departures (thousands)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.TRN.AIR.GDS", "name": "Air transport, freight (ton-km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.TRN.AIR.PSGR", "name": "Air transport, passengers carried (thousands)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.TRN.RAIL.GDS", "name": "Railways, goods transported (million ton-km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.TRN.RAIL.KM.ZS", "name": "Rail traffic (km per million US$ GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.TRN.ROAD.GDS", "name": "Roads, goods transported (million ton-km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.TRN.ROAD.NORM", "name": "Roads, normalized index (100 = expected total length)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SF.TRN.ROAD.PV.ZS", "name": "Roads, paved (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SG.ABS.PENB", "name": "There are periods of absence due to childcare accounted for in pension benefits (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether pension contributions are paid or credited during maternity or parental leave, or the leave period is considered a qualifying period of employment used for the purpose of calculating pension benefits; or there are mechanisms to compensate for any contribution gaps and to ensure that the leave period does not reduce the assessment base or pension amounts, or if there are no mandatory contributory pension schemes, but there is a noncontributory universal social pension conditioned on noncontributory requirements with no means test attached.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.AGE.FUPN.EQ", "name": "The age at which women and men can retire with full pension benefits is the same (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether the statutory age at which men and women can retire and receive an irrevocable minimum old-age pension is the same. If transitional provisions gradually increase, decrease or equalize the statutory retirement age, the answer reflect the age according to the report's data collection cycle, even if the law provides for changes over time.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.AGE.MRET.EQ", "name": "The mandatory retirement age for women and men is the same (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether the relative ages at which men and women must cease employment or can be terminated by their employer are equal.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.AGE.PAPN.EQ", "name": "The age at which women and men can retire with partial pension benefits is the same (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures measures whether the age at which men and women can retire and receive partial pension benefits is the same, or if the age at which men and women can retire and receive partial benefits is not mandated. Partial pension benefits refer to a reduced or proportional minimum old-age pension payable to workers who did not accumulate enough work experience or contributions or have not reached the statutory age to qualify for a minimum old-age pension. If transitional provisions gradually increase, decrease or equalize the statutory retirement age, the answer reflect the age according to the report's data collection cycle, even if the law provides for changes over time.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.AGE.RTRE.FE", "name": "Mandatory retirement age, female", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator represents the actual age at which women are required to retire, or employers can terminate a contract, according to the applicable legislation.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.AGE.RTRE.FL.FE", "name": "Retirement age with full benefits, female", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator represents the actual age at which women can retire with full pension benefits, according to the applicable legislation.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.AGE.RTRE.FL.MA", "name": "Retirement age with full benefits, male", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator represents the actual age at which men can retire with full pension benefits, according to the applicable legislation.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.AGE.RTRE.MA", "name": "Mandatory retirement age, male", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator represents the actual age at which men are required to retire, or employers can terminate a contract, according to the applicable legislation.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.AGE.RTRE.PL.FE", "name": "Retirement age with partial benefits, female", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator represents the actual age at which women can retire with partial pension benefits, according to the applicable legislation.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.AGE.RTRE.PL.MA", "name": "Retirement age with partial benefits, male", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator represents the actual age at which men can retire with partial pension benefits, according to the applicable legislation.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.APL.PSPT.EQ", "name": "A woman can apply for a passport in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there are differences in passport application procedures between men and women.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.BUS.REGT.EQ", "name": "A woman can register a business in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there are restrictions on a woman registering a business (i.e. if a woman needs her husband\u2019s or guardian\u2019s permission, signature or consent to register a business; or the registration process at any stage requires a woman to provide additional information or documentation that is not required of a man).", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.CNT.SIGN.EQ", "name": "A woman can sign a contract in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether a woman obtains full legal capacity upon reaching the age of majority and there are no restrictions on her signing legally binding contracts.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.CHCO.ZS", "name": "Main cooking fuel: charcoal (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who use charcoal as thier main cooking fuel", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.CROP.ZS", "name": "Main cooking fuel: agricultural crop (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who use agricultural crop as thier main cooking fuel", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.DUNG.ZS", "name": "Main cooking fuel: dung (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who use dung as thier main cooking fuel", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.ELEC.ZS", "name": "Main cooking fuel: electricity  (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who use electricity as thier main cooking fuel", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.HOUS.ZS", "name": "Location of cooking: inside the house (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who do their cooking inside the house", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.LPGN.ZS", "name": "Main cooking fuel: LPG/natural gas/biogas (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who use Liquified Petroleum Gas (LPG) or natural gas or biogas as thier main cooking fuel", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.OTHR.ZS", "name": "Location of cooking: other places (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who do their cooking in other places", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.OUTD.ZS", "name": "Location of cooking: outdoors (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who do their cooking outdoors", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.SBLD.ZS", "name": "Location of cooking: separate building (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who do their cooking in a separate building", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.STRW.ZS", "name": "Main cooking fuel: straw/shrubs/grass (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who use straw/shrubs/grass as thier main cooking fuel", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.COK.WOOD.ZS", "name": "Main cooking fuel: wood (% of households)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who use wood as thier main cooking fuel", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.CTR.TRVL.EQ", "name": "A woman can travel outside the country in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there are restrictions on a woman traveling alone internationally.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.ALLD.FN.ZS", "name": "Women participating in the three decisions (own health care, major household purchases, and visiting family) (% of women age 15-49)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Women participating in the three decisions (own health care, major household purchases, and visiting family) is the percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in all of the three decisions (own health care, large purchases and visits to family, relatives, and friends).", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.DPCH.FN.ZS", "name": "Women participating in making daily purchase decisions (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women participating in making daily purchase decisions is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in making daily purchases", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.FOOD.FN.ZS", "name": "Women participating in decision of what food to cook daily (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women participating in decision of what food to cook daily is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in what food to cook daily", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.HLTH.FN.ZS", "name": "Women participating in own health care decisions (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women Participating in own health care decisions is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in own health care", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.HLTH.HB.ZS", "name": "Decision maker about a woman's own health care: mainly husband (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about women own health care: mainly husband is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly the husband", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.HLTH.OT.ZS", "name": "Decision maker about a woman's own health care: other (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about women own health care: other is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is recorded as 'other'", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.HLTH.SE.ZS", "name": "Decision maker about a woman's own health care: someone else (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about women own health care: someone else is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly someone else", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.HLTH.WF.ZS", "name": "Decision maker about a woman's own health care: mainly wife (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about women own health care: mainly wife  is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly the respondent", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.HLTH.WH.ZS", "name": "Decision maker about a woman's own health care: wife and husband jointly (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about women own health care: wife and husband jointly is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly the respondent and her husband", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.NONE.FN.ZS", "name": "Women participating in none of the three decisions (own health care, major household purchases, and visiting family) (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women participating in none of the three decisions (own health care, major household purchases, and visiting family) is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in none of the three decisions (own health care, major household purchases, and visiting family)", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.PRCH.FN.ZS", "name": "Women participating in making major household purchase decisions (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women participating in making major household purchase decisions is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in making major household purchases", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.PRCH.HB.ZS", "name": "Decision maker about major household purchases: mainly husband (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about ajor household purchases: mainly husband is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly the husband", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.PRCH.OT.ZS", "name": "Decision maker about major household purchases: other (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about major household purchases: other is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is recorded as 'other'", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.PRCH.SE.ZS", "name": "Decision maker about major household purchases: someone else (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about Major household purchases: someone else is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly someone else", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.PRCH.WF.ZS", "name": "Decision maker about major household purchases: mainly wife (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about major household purchases: mainly wife is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly the respondent", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.PRCH.WH.ZS", "name": "Decision maker about major household purchases: wife and husband jointly (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about major household purchases: wife and husband jointly is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly the respondent and her husband", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.SRCR.FN.ZS", "name": "Women making their own informed decisions regarding sexual relations, contraceptive use and reproductive health care (% of women age 15-49)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Proportion of women ages 15-49 years (married or in union) who make their own decision on all three selected areas i.e. can say no to sexual intercourse with their husband or partner if they do not want; decide on use of contraception; and decide on their own health care. Only women who provide a \u201cyes\u201d answer to all three components are considered as women who \u201cmake her own decisions regarding sexual and reproductive\u201d.", "sourceOrganization": "Demographic and Health Surveys compiled by United Nations Population Fund. Retrieved on February 14, 2023, from the SDG Global database API (https://unstats.un.org/sdgs/UNSDGAPIV5/swagger/index.html).", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.VISI.FN.ZS", "name": "Women participating in decision of visits to family, relatives, friends (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women participating in decision of visits to family, relatives, friends is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in visits to family, relatives, friends", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.VISI.HB.ZS", "name": "Decision maker about a woman's visits to her family or relatives: mainly husband (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about a woman's visits to her family or relatives: mainly husband is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly the husband", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.VISI.OT.ZS", "name": "Decision maker about a woman's visits to her family or relatives: other (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about a woman's visits to her family or relatives: other is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is recorded as 'other'", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.VISI.SE.ZS", "name": "Decision maker about a woman's visits to her family or relatives: someone else (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about a woman's visits to her family or relatives: someone else is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly someone else", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.VISI.WF.ZS", "name": "Decision maker about a woman's visits to her family or relatives: mainly wife (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about a woman's visits to her family or relatives: mainly wife is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly the respondent", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DMK.VISI.WH.ZS", "name": "Decision maker about Visits to her family or relatives: wife and husband jointly (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Decision maker about Visits to her family or relatives: wife and husband jointly is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly the respondent and her husband", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DML.PRGW", "name": "Dismissal of pregnant workers is prohibited (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether the law explicitly prohibits the dismissal of pregnant women, if pregnancy cannot serve as grounds for termination of a contract or if dismissal of pregnant workers is considered a form of unlawful termination, unfair dismissal or wrongful discharge.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.DNG.WORK.DN.EQ", "name": "A woman can work in a job deemed dangerous in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there are laws that prohibit or restrict nonpregnant and non-nursing women from working in a broad and subjective category of jobs deemed \u201chazardous,\u201d \u201carduous\u201d or \u201cmorally inappropriate.\u201d", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.GEN.LSOM.ZS", "name": "Female legislators, senior officials and managers (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Female legislators, senior officials and managers (% of total) refers to the share of legislators, senior officials and managers who are female.", "sourceOrganization": "ILO Key Indicators of the Labour Market (KILM).", "topics": []}
{"id": "SG.GEN.MNST.ZS", "name": "Proportion of women in ministerial level positions (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women in ministerial level positions is the proportion of women in ministerial or equivalent positions (including deputy prime ministers) in the government. Prime Ministers/Heads of Government are included when they hold ministerial portfolios. Vice-Presidents and heads of governmental or public agencies are excluded.", "sourceOrganization": "Inter-Parliamentary Union. United Nations Entity for Gender Equality and the Empowerment of Women (UN Women). Women in Politics.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.GEN.PARL.ZS", "name": "Proportion of seats held by women in national parliaments (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Women in parliaments are the percentage of parliamentary seats in a single or lower chamber held by women.", "sourceOrganization": "Inter-Parliamentary Union (IPU) (www.ipu.org).  For the year of 1998, the data is as of August 10, 1998.", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SG.GEN.TECH.ZS", "name": "Female professional and technical workers (% of total)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female professional and technical workers refers to the share of professionals and technical workers who are female. Women's share of positions are defined according to the International Standard Classification of Occupations (ISCO-88) to include physical, mathematical and engineering science professionals (and associate professionals), life science and health professionals (and associate professionals), teaching professionals (and associate professionals) and other professionals and associate professionals.", "sourceOrganization": "Gender, Institutions and Development Database, Organization for Economic Co-operation and Development (OECD), web site: http://www.oecd.org/document/16/0,3343,en_2649_33935_39323280_1_1_1_1,00.html.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.GET.JOBS.EQ", "name": "A woman can get a job in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there are restrictions on a woman's legal capacity and ability to work.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.H2O.PRMS.HH.ZS", "name": "Households with water on the premises (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who have a water source on their premises", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.H2O.TL30.HH.ZS", "name": "Households with water less than 30 minutes away round trip (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who have a water source in less than 30 minutes away round trip", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.H2O.TM30.HH.ZS", "name": "Households with water 30 minutes or longer away round trip (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of households who have a water source 30 minutes or longer away round trip", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.HLD.HEAD.EQ", "name": "A woman can be \"head of household\" in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there are restrictions on a woman becoming head of household or head of family.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.HME.TRVL.EQ", "name": "A woman can travel outside her home in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there are restrictions on a woman traveling alone domestically.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.IHT.ASST.EQ", "name": "Male and female surviving spouses have equal rights to inherit assets (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether both spouses have equal rank and rights to inherit assets when there is no will. For this question, it is assumed that the deceased spouse left no children or any other heirs, other than the surviving spouse.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.IHT.ASST.PT.EQ", "name": "Sons and daughters have equal rights to inherit assets from their parents (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there are gender-based differences in the rules of intestate succession for transfer of property from parents to children.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.IND.WORK.EQ", "name": "A woman can work in an industrial job in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether nonpregnant and non-nursing a woman can work in the mining, construction, manufacturing, energy, water, agriculture, and transportation industries in the same way as men.  nonpregnant and non-nursing women can work in the mining, construction, manufacturing, energy, water, agriculture, and transportation industries in the same way as men.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.JOB.NOPN.EQ", "name": "Nonpregnant and nonnursing women can do the same jobs as men (1=yes; 0=no)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Non-pregnant and non-nursing women can do the same jobs as men indicates whether there are specific jobs that women explicitly or implicitly cannot perform except in limited circumstances. Both partial and full restrictions on women\u2019s work are counted as restrictions. For example, if women are only allowed to work in certain jobs within the mining industry, e.g., as health care professionals within mines but not as miners, this is a restriction.", "sourceOrganization": "World Bank: Women, Business and the Law.", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.LAW.ASST.AR", "name": "The law grants spouses equal administrative authority over assets during marriage (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether spouses retain administrative power over those assets each brought to the marriage or acquired during marriage, and their accrued value, without the need for spousal consent; or spouses administer their separate property, but for major transactions, such as selling or pledging the property as collateral, spousal consent is required, or if both spouses have equal rights in the administration and transaction of joint property.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.LAW.CHMR", "name": "Law prohibits or invalidates child or early marriage (1=yes; 0=no)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Law prohibits or invalidates child or early marriage is whether there are provisions that prevent the marriage of girls, boys, or both before they reach the legal age of marriage or the age of marriage with consent, including, for example, a prohibition on registering the marriage or provisions stating that such a marriage is null and void.", "sourceOrganization": "World Bank: Women, Business and the Law.", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.LAW.CRDD.GR", "name": "The law prohibits discrimination in access to credit based on gender (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether the law prohibits discrimination by creditors based on gender or prescribes equal access for both men and women when conducting financial transactions, entrepreneurial activities or receiving financial assistance, or if the law prohibits gender discrimination when accessing goods and services (and services are defined to include financial services).", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.LAW.EQRM.WK", "name": "Law mandates equal remuneration for females and males for work of equal value (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there is a law that obligates employers to pay equal remuneration to male and female employees who do work of equal value. \u201cRemuneration\u201d refers to the ordinary, basic or minimum wage or salary and any additional emoluments payable directly or indirectly, whether in cash or in kind, by the employer to the worker and arising out of the worker\u2019s employment. \u201cWork of equal value\u201d refers not only to the same or similar jobs but also to different jobs of the same value.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "17", "value": "Gender"}, {"id": "17", "value": "Gender"}]}
{"id": "SG.LAW.INDX", "name": "Women Business and the Law Index Score (scale 1-100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The index measures how laws and regulations affect women\u2019s economic opportunity. Overall scores are calculated by taking the average score of each index (Mobility, Workplace, Pay, Marriage, Parenthood, Entrepreneurship, Assets and Pension), with 100 representing the highest possible score.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}, {"id": "17", "value": "Gender"}]}
{"id": "SG.LAW.INDX.AS", "name": "Women, Business and the Law: Assets Indicator Score (scale 1-100)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The Assets indicator examines gender differences in property and inheritance law, including instances in which legal systems are supported by customary law and judicial precedent. The Assets indicator score is obtained by calculating the unweighted average of the following: 1. SG.OWN.PRRT.IM; 2. SG.IHT.ASST.PT.EQ; 3. SG.IHT.ASST.EQ; 4. SG.LAW.ASST.AR; 5. SG.LAW.NMCN (= 20 points each) and scaling the result to 100.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": []}
{"id": "SG.LAW.INDX.EN", "name": "Women, Business and the Law: Entrepreneurship Indicator Score (scale 1-100)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The Entrepreneurship indicator measures constraints on women starting and running a business.. The Entrepreneurship indicator score is obtained by calculating the unweighted average of the following: 1. SG.CNT.SIGN.EQ; 2. SG.BUS.REGT.EQ; 3. SG.OPN.BANK.EQ; 4. SG.LAW.CRDD.GR (= 25 points each) and scaling the result to 100.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": []}
{"id": "SG.LAW.INDX.MO", "name": "Women, Business and the Law: Mobility Indicator Score (scale 1-100)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The Mobility indicator measures constraints on a woman\u2019s agency and freedom of movement, both of which are likely to influence her decision to enter the labor force and engage in entrepreneurial activity. Mobility indicator score is obtained by calculating the unweighted average of the following: 1. SG.APL.PSPT.EQ; 2. SG.CTR.TRVL.EQ; 3. SG.HME.TRVL.EQ; 4. SG.LOC.LIVE.EQ (= 25 points each) and scaling the result to 100.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": []}
{"id": "SG.LAW.INDX.MR", "name": "Women, Business and the Law: Marriage Indicator Score (scale 1-100)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The Marriage indicator measures legal constraints related to marriage and divorce. The Marriage indicator score is obtained by calculating the unweighted average of the following: 1. SG.LAW.OBHB.MR.NO;  2. SG.HLD.HEAD.EQ;  3. SG.LEG.DVAW; 4. SG.OBT.DVRC.EQ; 5. SG.REM.RIGT.EQ (= 20 points each) and scaling the result to 100.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": []}
{"id": "SG.LAW.INDX.PE", "name": "Women, Business and the Law: Pension Indicator Score (scale 1-100)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The Pension indicator assesses laws affecting the size of a woman\u2019s pension. The Pension indicator score is obtained by calculating the unweighted average of the following: 1. SG.AGE.FUPN.EQ; 2. SG.AGE.PAPN.EQ; 3. SG.AGE.MRET.EQ; 4. SG.ABS.PENB (= 25 points each) and scaling the result to 100.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": []}
{"id": "SG.LAW.INDX.PR", "name": "Women, Business and the Law: Parenthood Indicator Score (scale 1-100)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The Parenthood indicator examines laws affecting women\u2019s work during and after pregnancy. The Parenthoood indicator score is obtained by calculating the unweighted average of the following: 1. SH.MMR.LEVE.AL; 2.SH.MMR.LEVE.GT; 3. SH.PTR.LEVE.AL; 4.SH.PAR.LEVE.AL; 5.SG.DML.PRGW (= 20 points each) and scaling the result to 100.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": []}
{"id": "SG.LAW.INDX.PY", "name": "Women, Business and the Law: Pay Indicator Score (scale 1-100)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The Pay indicator measures laws affecting occupational segregation and the gender wage gap.  The Pay indicator score is obtained by calculating the unweighted average of the following: 1. SG.LAW.EQRM.WK; 2. SG.NGT.WORK.EQ; 3. SG.DNG.WORK.DN.EQ; 4. SG.IND.WORK.EQ (= 25 points each) and scaling the result to 100.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": []}
{"id": "SG.LAW.INDX.WP", "name": "Women, Business and the Law: Workplace Indicator Score (scale 1-100)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The Workplace indicator analyzes laws affecting women\u2019s decisions to enter the labor market, including women\u2019s legal capacity and ability to work, as well as protections in the workplace against discrimination and sexual harassment. The Workplace indicator score is obtained by calculating the unweighted average of the following: 1. SG.GET.JOBS.EQ; 2. SG.LAW.NODC.HR; 3. SG.LEG.SXHR.EM; 4. SG.PEN.SXHR.EM (= 25 points each) and scaling the result to 100.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": []}
{"id": "SG.LAW.LEVE.PU", "name": "Law mandates paid or unpaid maternity leave (1=yes; 0=no)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Law mandates paid or unpaid maternity leave is whether there is a law mandating paid or unpaid maternity leave available only to the mother. Provisions for circumstantial leave by which an employee is entitled to a certain number of days of paid leave (usually fewer than five days) upon the birth of a child are considered paternity leave; even if the law is gender-neutral, such leave is not considered maternity leave if the law covers maternity leave elsewhere.", "sourceOrganization": "World Bank: Women, Business and the Law.", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.LAW.NMCN", "name": "The law provides for the valuation of nonmonetary contributions (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there is an explicit legal recognition of such contributions and the law provides for equal or equitable division of the property or the transfer of a lump sum to the stay-at-home spouse based on nonmonetary contributions; or the default marital property regime is full community, partial community or deferred community because these regimes implicitly recognize nonmonetary contributions at the time of property division and benefit both spouses regardless of who purchased the property or holds title to it. Nonmonetary contributions include caring for minor children, taking care of the family home, or any other nonmonetized contribution from a stay-at-home spouse.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.LAW.NODC.HR", "name": "The law prohibits discrimination in employment based on gender (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether the law generally prevents or penalizes gender-based discrimination in employment. Laws that mandate equal treatment or equality between women and men in employment are also counted for this question. It is not considered whether the laws only prohibit discrimination in one aspect of employment, such as pay or dismissal.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "17", "value": "Gender"}, {"id": "17", "value": "Gender"}]}
{"id": "SG.LAW.OBHB.MR.NO", "name": "The law is free of legal provisions that require a married woman to obey her husband (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether a married woman is legally required to obey her husband.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.LEG.DVAW", "name": "There is legislation specifically addressing domestic violence (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there is legislation addressing domestic violence that includes criminal sanctions or provides for protection orders for domestic violence, or the legislation addresses \"harassment\" that clearly leads to physical or mental harm in the context of domestic violence.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "17", "value": "Gender"}, {"id": "17", "value": "Gender"}]}
{"id": "SG.LEG.SXHR.EM", "name": "There is legislation on sexual harassment in employment (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there is a legal provision or legislation that specifically protects women against sexual harassment in employment, including unwelcome verbal or physical conduct of a sexual nature.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.LOC.LIVE.EQ", "name": "A woman can choose where to live in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there are restrictions on a woman choosing where to live.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.MHG.PADP.RU.ZS", "name": "Women and girls who participate in activities during menstrual period, rural (% of women and girls ages 15-49 living in rural areas who had a menstrual period within the last year)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of women and girls (ages 15-49 who had a menstrual period within the last year) who participated in activities (such as school, work, and social activities for those who typically participate in) during their last menstrual period.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SG.MHG.PADP.UR.ZS", "name": "Women and girls who participate in activities during menstrual period, urban (% of women and girls ages 15-49 living in urban areas who had a menstrual period within the last year)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of women and girls (ages 15-49 who had a menstrual period within the last year) who participated in activities (such as school, work, and social activities for those who typically participate in) during their last menstrual period.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SG.MHG.PADP.ZS", "name": "Women and girls who participate in activities during menstrual period (% of women and girls ages 15-49 who had a menstrual period within the last year)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of women and girls (ages 15-49 who had a menstrual period within the last year) who participated in activities (such as school, work, and social activities for those who typically participate in) during their last menstrual period.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SG.MHG.PPDP.RU.ZS", "name": "Women and girls who have private places to wash and change during menstrual period, rural (% of women and girls ages 15-49 living in rural areas who had a menstrual period within the last year)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of women and girls (ages 15-49 who had a menstrual period within the last year) who had a private place to wash their bodies and change their menstrual materials at home during their last menstrual period.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SG.MHG.PPDP.UR.ZS", "name": "Women and girls who have private places to wash and change during menstrual period, urban (% of women and girls ages 15-49 living in urban areas who had a menstrual period within the last year)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of women and girls (ages 15-49 who had a menstrual period within the last year) who had a private place to wash their bodies and change their menstrual materials at home during their last menstrual period.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SG.MHG.PPDP.ZS", "name": "Women and girls who have private places to wash and change during menstrual period (% of women and girls ages 15-49 who had a menstrual period within the last year)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of women and girls (ages 15-49 who had a menstrual period within the last year) who had a private place to wash their bodies and change their menstrual materials at home during their last menstrual period.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SG.MHG.UMDP.RU.ZS", "name": "Women and girls who use menstrual materials, rural (% of women and girls ages 15-49 living in rural areas who had a menstrual period within the last year)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of the women and girls (ages 15-49 who had a menstrual period with the last year) who used menstrual materials such as sanitary pads, tampons, menstrual cups, cloth, or cotton wool, to capture and contain menstrual blood during their last menstrual period. Those who used paper, underwear alone, or nothing are not classified as using menstrual materials.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SG.MHG.UMDP.UR.ZS", "name": "Women and girls who use menstrual materials, urban (% of women and girls ages 15-49 living in urban areas who had a menstrual period within the last year)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of the women and girls (ages 15-49 who had a menstrual period with the last year) who used menstrual materials such as sanitary pads, tampons, menstrual cups, cloth, or cotton wool, to capture and contain menstrual blood during their last menstrual period. Those who used paper, underwear alone, or nothing are not classified as using menstrual materials.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SG.MHG.UMDP.ZS", "name": "Women and girls who use menstrual materials (% of women and girls ages 15-49 who had a menstrual period within the last year)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of the women and girls (ages 15-49 who had a menstrual period with the last year) who used menstrual materials such as sanitary pads, tampons, menstrual cups, cloth, or cotton wool, to capture and contain menstrual blood during their last menstrual period. Those who used paper, underwear alone, or nothing are not classified as using menstrual materials.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SG.MMR.LEVE.EP", "name": "Mothers are guaranteed an equivalent position after maternity leave (1=yes; 0=no)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mothers are guaranteed an equivalent position after maternity leave is whether employers of women returning from maternity leave are legally obligated to provide them with an equivalent position after maternity leave. It takes into account paid and unpaid maternity leave and captures whether the employer has a legal obligation to reinstate the returning employee in an equivalent or better position and salary than the employee had pre-leave. Where the maternity leave regime explicitly states that the employee may not be indefinitely replaced, the answer is assumed to be \u201cYes.\u201d Where the maternity leave regime explicitly establishes a suspension of the employee\u2019s contract, the answer is assumed to be \u201cYes.\u201d In economies that also have parental leave and the law guarantees return after the leave to the same or an equivalent position paid at the same rate but is silent on guaranteeing the same position after maternity leave, the answer is \u201cYes.\u201d The answer is \u201cN/A\u201d if no paid or unpaid maternity leave is available.", "sourceOrganization": "World Bank: Women, Business and the Law.", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.NGT.WORK.EQ", "name": "A woman can work at night in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether nonpregnant and nonnursing women are prohibited from working at night or cannot work the same night hours as men. If various sectors of the economy are regulated separately (i.e., no central labor law), it is assumed that the woman is employed as a cashier in a grocery store or supermarket. It is analyzed whether restrictions on women's ability to work at night do not apply to the food retail sector; if women's consent to work at night is required; if an employer needs to comply with safety measures (such as providing transportation).", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.NOD.CONS", "name": "Nondiscrimination clause mentions gender in the constitution (1=yes; 0=no)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Nondiscrimination clause mentions gender in the constitution is whether there is a nondiscrimination clause in the constitution which mentions gender. For the answer to be \u201cYes,\u201d the constitution must use either the word discrimination or the word nondiscrimination or even when there is a \u201cclawback\u201d provision granting exceptions to the nondiscrimination clause for certain areas of the law, such as inheritance, family and customary law. The answer is \u201cNo\u201d if there is no nondiscrimination provision, or the nondiscrimination language is present in the preamble but not in an article of the constitution, or there is a provision that merely stipulates that the sexes are equal, or the sexes have equal rights and obligations. The answer is \"N/A\" if there is no nondiscrimination provision.", "sourceOrganization": "World Bank: Women, Business and the Law.", "topics": [{"id": "13", "value": "Public Sector "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.OBT.DVRC.EQ", "name": "A woman can obtain a judgment of divorce in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether the divorce process is equal for women and men or includes additional protections for women, such as prohibiting a husband from initiating divorce proceedings while his wife is pregnant.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.OPN.BANK.EQ", "name": "A woman can open a bank account in the same way as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether there are restrictions on a woman opening a bank account (i.e. a woman has limited legal capacity or is required to provide any additional permission or documentation that is not required of a man; or legal provisions limit the ability of a woman to open a bank account, such as stating that a married woman who is separately employed from her husband may open a bank account in her own name).", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.OWN.HSAJ.FE.Q1.ZS", "name": "Women who own a house both alone and jointly (% of women age 15-49): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house both alone and jointly (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.FE.Q2.ZS", "name": "Women who own a house both alone and jointly (% of women age 15-49): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house both alone and jointly (% of women age 15-49): Q2 is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.FE.Q3.ZS", "name": "Women who own a house both alone and jointly (% of women age 15-49): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house both alone and jointly (% of women age 15-49): Q3 is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.FE.Q4.ZS", "name": "Women who own a house both alone and jointly (% of women age 15-49): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house both alone and jointly (% of women age 15-49): Q4 is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.FE.Q5.ZS", "name": "Women who own a house both alone and jointly (% of women age 15-49): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house both alone and jointly (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.FE.ZS", "name": "Women who own a house both alone and jointly (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house both alone and jointly (% of women age 15-49) is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a house alone and another house jointly with someone else.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.MA.Q1.ZS", "name": "Men who own a house both alone and jointly (% of men): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house both alone and jointly (% of men): Q1 (lowest) is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.MA.Q2.ZS", "name": "Men who own a house both alone and jointly (% of men): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house both alone and jointly (% of men): Q2 is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.MA.Q3.ZS", "name": "Men who own a house both alone and jointly (% of men): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house both alone and jointly (% of men): Q3 is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.MA.Q4.ZS", "name": "Men who own a house both alone and jointly (% of men): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house both alone and jointly (% of men): Q4 is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.MA.Q5.ZS", "name": "Men who own a house both alone and jointly (% of men): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house both alone and jointly (% of men): Q5 (highest) is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAJ.MA.ZS", "name": "Men who own a house both alone and jointly (% of men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house both alone and jointly (% of men) is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a house alone and another house jointly with someone else.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.FE.Q1.ZS", "name": "Women who own a house alone (% of women age 15-49): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house alone (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.FE.Q2.ZS", "name": "Women who own a house alone (% of women age 15-49): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house alone (% of women age 15-49): Q2 is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.FE.Q3.ZS", "name": "Women who own a house alone (% of women age 15-49): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house alone (% of women age 15-49): Q3 is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.FE.Q4.ZS", "name": "Women who own a house alone (% of women age 15-49): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house alone (% of women age 15-49): Q4 is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.FE.Q5.ZS", "name": "Women who own a house alone (% of women age 15-49): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house alone (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.FE.ZS", "name": "Women who own a house alone (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house alone (% of women age 15-49) is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone).", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.MA.Q1.ZS", "name": "Men who own a house alone (% of men): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house alone (% of men): Q1 (lowest) is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.MA.Q2.ZS", "name": "Men who own a house alone (% of men): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house alone (% of men): Q2 is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.MA.Q3.ZS", "name": "Men who own a house alone (% of men): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house alone (% of men): Q3 is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.MA.Q4.ZS", "name": "Men who own a house alone (% of men): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house alone (% of men): Q4 is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.MA.Q5.ZS", "name": "Men who own a house alone (% of men): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house alone (% of men): Q5 (highest) is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSAL.MA.ZS", "name": "Men who own a house alone (% of men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house alone (% of men) is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.FE.Q1.ZS", "name": "Women who own a house jointly (% of women age 15-49): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house jointly (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a house on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.FE.Q2.ZS", "name": "Women who own a house jointly (% of women age 15-49): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house jointly (% of women age 15-49): Q2 is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a house on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.FE.Q3.ZS", "name": "Women who own a house jointly (% of women age 15-49): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house jointly (% of women age 15-49): Q3 is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a house on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.FE.Q4.ZS", "name": "Women who own a house jointly (% of women age 15-49): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house jointly (% of women age 15-49): Q4 is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a house on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.FE.Q5.ZS", "name": "Women who own a house jointly (% of women age 15-49): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house jointly (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a house on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.FE.ZS", "name": "Women who own a house jointly (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own house jointly (% of women age 15-49) is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else.  \"Only jointly\" implies the woman doesn\u2019t own a house on her own, but instead jointly owns one with someone else.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.MA.Q1.ZS", "name": "Men who own a house jointly (% of men): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house jointly (% of men): Q1 (lowest) is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a house on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.MA.Q2.ZS", "name": "Men who own a house jointly (% of men): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house jointly (% of men): Q2 is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a house on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.MA.Q3.ZS", "name": "Men who own a house jointly (% of men): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house jointly (% of men): Q3 is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a house on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.MA.Q4.ZS", "name": "Men who own a house jointly (% of men): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house jointly (% of men): Q4 is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a house on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.MA.Q5.ZS", "name": "Men who own a house jointly (% of men): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house jointly (% of men): Q5 (highest) is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a house on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSJT.MA.ZS", "name": "Men who own a house jointly (% of men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own house jointly (% of men) is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a house on his own, but instead jointly owns one with someone else.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.FE.Q1.ZS", "name": "Women who do not own a house (% of women age 15-49): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own house (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.FE.Q2.ZS", "name": "Women who do not own a house (% of women age 15-49): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own house (% of women age 15-49): Q2 is the percentage of women age 15-49 who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.FE.Q3.ZS", "name": "Women who do not own a house (% of women age 15-49): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own house (% of women age 15-49): Q3 is the percentage of women age 15-49 who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.FE.Q4.ZS", "name": "Women who do not own a house (% of women age 15-49): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own house (% of women age 15-49): Q4 is the percentage of women age 15-49 who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.FE.Q5.ZS", "name": "Women who do not own a house (% of women age 15-49): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own house (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.FE.ZS", "name": "Women who do not own a house (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own house (% of women age 15-49) is the percentage of women age 15-49 who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.MA.Q1.ZS", "name": "Men who do not own a house (% of men): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own house (% of men): Q1 (lowest) is the percentage of men who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.MA.Q2.ZS", "name": "Men who do not own a house (% of men): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own house (% of men): Q2 is the percentage of men who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.MA.Q3.ZS", "name": "Men who do not own a house (% of men): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own house (% of men): Q3 is the percentage of men who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.MA.Q4.ZS", "name": "Men who do not own a house (% of men): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own house (% of men): Q4 is the percentage of men who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.MA.Q5.ZS", "name": "Men who do not own a house (% of men): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own house (% of men): Q5 (highest) is the percentage of men who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.HSNO.MA.ZS", "name": "Men who do not own a house (% of men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own house (% of men) is the percentage of men who don\u2019t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.FE.Q1.ZS", "name": "Women who own land both alone and jointly (% of women age 15-49): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land both alone and jointly (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.FE.Q2.ZS", "name": "Women who own land both alone and jointly (% of women age 15-49): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land both alone and jointly (% of women age 15-49): Q2 is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.FE.Q3.ZS", "name": "Women who own land both alone and jointly (% of women age 15-49): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land both alone and jointly (% of women age 15-49): Q3 is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.FE.Q4.ZS", "name": "Women who own land both alone and jointly (% of women age 15-49): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land both alone and jointly (% of women age 15-49): Q4 is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.FE.Q5.ZS", "name": "Women who own land both alone and jointly (% of women age 15-49): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land both alone and jointly (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.FE.ZS", "name": "Women who own land both alone and jointly (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land both alone and jointly (% of women age 15-49) is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a woman owns a land alone and another land jointly with someone else.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.MA.Q1.ZS", "name": "Men who own land both alone and jointly (% of men): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land both alone and jointly (% of men): Q1 (lowest) is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.MA.Q2.ZS", "name": "Men who own land both alone and jointly (% of men): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land both alone and jointly (% of men): Q2 is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.MA.Q3.ZS", "name": "Men who own land both alone and jointly (% of men): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land both alone and jointly (% of men): Q3 is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.MA.Q4.ZS", "name": "Men who own land both alone and jointly (% of men): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land both alone and jointly (% of men): Q4 is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.MA.Q5.ZS", "name": "Men who own land both alone and jointly (% of men): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land both alone and jointly (% of men): Q5 (highest) is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAJ.MA.ZS", "name": "Men who own land both alone and jointly (% of men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land both alone and jointly (% of men) is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \"Both alone and jointly\" Implies a man owns a land alone and another land jointly with someone else.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.FE.Q1.ZS", "name": "Women who own land alone (% of women age 15-49): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land alone (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{}]}
{"id": "SG.OWN.LDAL.FE.Q2.ZS", "name": "Women who own land alone (% of women age 15-49): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land alone (% of women age 15-49): Q2 is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.FE.Q3.ZS", "name": "Women who own land alone (% of women age 15-49): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land alone (% of women age 15-49): Q3 is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.FE.Q4.ZS", "name": "Women who own land alone (% of women age 15-49): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land alone (% of women age 15-49): Q4 is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.FE.Q5.ZS", "name": "Women who own land alone (% of women age 15-49): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land alone (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.FE.ZS", "name": "Women who own land alone (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land alone (% of women age 15-49) is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.MA.Q1.ZS", "name": "Men who own land alone (% of men): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land alone (% of men): Q1 (lowest) is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.MA.Q2.ZS", "name": "Men who own land alone (% of men): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land alone (% of men): Q2 is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.MA.Q3.ZS", "name": "Men who own land alone (% of men): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land alone (% of men): Q3 is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.MA.Q4.ZS", "name": "Men who own land alone (% of men): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land alone (% of men): Q4 is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.MA.Q5.ZS", "name": "Men who own land alone (% of men): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land alone (% of men): Q5 (highest) is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDAL.MA.ZS", "name": "Men who own land alone (% of men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land alone (% of men) is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.FE.Q1.ZS", "name": "Women who own land jointly (% of women age 15-49): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land jointly (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a land on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.FE.Q2.ZS", "name": "Women who own land jointly (% of women age 15-49): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land jointly (% of women age 15-49): Q2 is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a land on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.FE.Q3.ZS", "name": "Women who own land jointly (% of women age 15-49): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land jointly (% of women age 15-49): Q3 is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a land on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.FE.Q4.ZS", "name": "Women who own land jointly (% of women age 15-49): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land jointly (% of women age 15-49): Q4 is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a land on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.FE.Q5.ZS", "name": "Women who own land jointly (% of women age 15-49): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land jointly (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a land on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.FE.ZS", "name": "Women who own land jointly (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who own land jointly (% of women age 15-49) is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the woman doesn\u2019t own a land on her own, but instead jointly owns one with someone else.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.MA.Q1.ZS", "name": "Men who own land jointly (% of men): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land jointly (% of men): Q1 (lowest) is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a land on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.MA.Q2.ZS", "name": "Men who own land jointly (% of men): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land jointly (% of men): Q2 is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a land on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.MA.Q3.ZS", "name": "Men who own land jointly (% of men): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land jointly (% of men): Q3 is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a land on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.MA.Q4.ZS", "name": "Men who own land jointly (% of men): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land jointly (% of men): Q4 is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a land on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.MA.Q5.ZS", "name": "Men who own land jointly (% of men): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land jointly (% of men): Q5 (highest) is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a land on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDJT.MA.ZS", "name": "Men who own land jointly (% of men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who own land jointly (% of men) is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \"Only jointly\" implies the man doesn\u2019t own a land on his own, but instead jointly owns one with someone else.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.FE.Q1.ZS", "name": "Women who do not own land (% of women age 15-49): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own land (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.FE.Q2.ZS", "name": "Women who do not own land (% of women age 15-49): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own land (% of women age 15-49): Q2 is the percentage of women age 15-49 who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.FE.Q3.ZS", "name": "Women who do not own land (% of women age 15-49): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own land (% of women age 15-49): Q3 is the percentage of women age 15-49 who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.FE.Q4.ZS", "name": "Women who do not own land (% of women age 15-49): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own land (% of women age 15-49): Q4 is the percentage of women age 15-49 who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.FE.Q5.ZS", "name": "Women who do not own land (% of women age 15-49): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own land (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.FE.ZS", "name": "Women who do not own land (% of women age 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Women who do not own land (% of women age 15-49) is the percentage of women age 15-49 who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.MA.Q1.ZS", "name": "Men who do not own land (% of men): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own land (% of men): Q1 (lowest) is the percentage of men who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.MA.Q2.ZS", "name": "Men who do not own land (% of men): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own land (% of men): Q2 is the percentage of men who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.MA.Q3.ZS", "name": "Men who do not own land (% of men): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own land (% of men): Q3 is the percentage of men who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.MA.Q4.ZS", "name": "Men who do not own land (% of men): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own land (% of men): Q4 is the percentage of men who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.MA.Q5.ZS", "name": "Men who do not own land (% of men): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own land (% of men): Q5 (highest) is the percentage of men who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.LDNO.MA.ZS", "name": "Men who do not own land (% of men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Men who do not own land (% of men) is the percentage of men who don\u2019t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.OWN.PRRT.IM", "name": "Women and men have equal ownership rights to immovable property (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether no legal restriction related to property is applied to women or men based on gender (i.e. if legal restrictions on property ownership are applied based on gender, or if there are gender differences in the legal treatment of spousal property, such as granting the husband administrative control of marital property. This includes instances in which legal systems are supported by custom and judicial precedent).", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.PEN.SXHR.EM", "name": "Criminal penalties or civil remedies exist for sexual harassment in employment (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether the law establishes criminal sanctions, such as fines or imprisonment, for sexual harassment in employment; if the provision in the criminal code provides for reparation of damages for offenses covered by the code; or if the law provides for civil remedies or compensation for victims of sexual harassment in employment or the workplace, even after dismissal of the victims.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.POP.MIGR.FE.ZS", "name": "Female migrants (% of international migrant stock)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of female migrants out of total international migrant stock. International migrant stock is the number of people born in a country other than that in which they live. It also includes refugees.", "sourceOrganization": "United Nations Population Division, Trends in International Migrant Stock: 2019 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.REM.RIGT.EQ", "name": "A woman has the same rights to remarry as a man (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether women and men have an equal right to remarry.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.RSX.BRTH.Q1.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.BRTH.Q2.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.BRTH.Q3.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.BRTH.Q4.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.BRTH.Q5.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.BRTH.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.RSX.NORS.Q1.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for none of the reasons (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.NORS.Q2.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for none of the reasons (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.NORS.Q3.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for none of the reasons (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.NORS.Q4.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for none of the reasons (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.NORS.Q5.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for none of the reasons (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.NORS.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for none of the reasons (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.RSX.REAS.Q1.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for all of the reasons (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.REAS.Q2.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for all of the reasons (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.REAS.Q3.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for all of the reasons (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.REAS.Q4.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for all of the reasons (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.REAS.Q5.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for all of the reasons (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.REAS.ZS", "name": "Women who believe a wife is justified refusing sex with her husband for all of the reasons (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.RSX.SXOT.Q1.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.SXOT.Q2.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.SXOT.Q3.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.SXOT.Q4.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.SXOT.Q5.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.SXOT.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.RSX.TIRD.Q1.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.TIRD.Q2.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.TIRD.Q3.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.TIRD.Q4.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.TIRD.Q5.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.TIRD.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.RSX.TMDS.Q1.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.TMDS.Q2.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.TMDS.Q3.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.TMDS.Q4.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.TMDS.Q5.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.RSX.TMDS.ZS", "name": "Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.SXL.SX15.OL.FE.ZS", "name": "Women who initiated sexual intercourse by age 15 (% of women ages 20-24)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 20-24 who initiated sexual intercourse by age 15.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.SXL.SX15.OL.MA.ZS", "name": "Men who initiated sexual intercourse by age 15 (% of men ages 20-24)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of men ages 20-24 who initiated sexual intercourse by age 15.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.SXL.SX15.YG.FE.ZS", "name": "Women who initiated sexual intercourse before age 15 (% of women ages 15-19)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-19 who initiated sexual intercourse before age 15.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.SXL.SX15.YG.MA.ZS", "name": "Men who initiated sexual intercourse before age 15 (% of men ages 15-19)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of men ages 15-19 who initiated sexual intercourse before age 15.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.TIM.UWRK.FE", "name": "Proportion of time spent on unpaid domestic and care work, female (% of 24 hour day)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The average time women spend on household provision of services for own consumption. Data are expressed as a proportion of time in a day. Domestic and care work includes food preparation, dishwashing, cleaning and upkeep of a dwelling, laundry, ironing, gardening, caring for pets, shopping, installation, servicing and repair of personal and household goods, childcare, and care of the sick, elderly or disabled household members, among others.", "sourceOrganization": "National statistical offices or national database and publications compiled by United Nations Statistics Division.  The data were downloaded on April 4, 2024, from the Global SDG  API: https://unstats.un.org/sdgs/UNSDGAPIV5/swagger/index.html", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.TIM.UWRK.MA", "name": "Proportion of time spent on unpaid domestic and care work, male (% of 24 hour day) ", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The average time men spend on household provision of services for own consumption.  Data are expressed as a proportion of time in a day. Domestic and care work includes food preparation, dishwashing, cleaning and upkeep of a dwelling, laundry, ironing, gardening, caring for pets, shopping, installation, servicing and repair of personal and household goods, childcare, and care of the sick, elderly or disabled household members, among others.", "sourceOrganization": "National statistical offices or national database and publications compiled by United Nations Statistics Division. The data were downloaded on April 4, 2024, from the Global SDG  API: https://unstats.un.org/sdgs/UNSDGAPIV5/swagger/index.html", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SG.VAW.1519.LT.ME.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (modeled estimate, % of ever partnered women ages 15-19)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever partnered women ages 15-19 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in their lifetime.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.1519.ME.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 15-19)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women ages 15-19 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.1549.LT.ME.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (modeled estimate, % of ever partnered women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever partnered women ages 15-49 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in their lifetime.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.1549.ME.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women ages 15-49 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.1549.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (% of ever-partnered women ages 15-49)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women age 15-49 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "United Nations Statistics Division (UNSD)", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.VAW.15PL.LT.ME.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (modeled estimate, % of ever partnered women ages 15+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever partnered women ages 15+ who are subjected to physical violence, sexual violence or both by a current or former intimate partner in their lifetime.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.15PL.ME.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 15+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women ages 15+  who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.2024.LT.ME.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (modeled estimate, % of ever partnered women ages 20-24)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever partnered women ages 20-24 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in their lifetime.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.2024.ME.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 20-24)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women ages 20-24 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.2529.LT.ME.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (modeled estimate, % of ever partnered women ages 25-29)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever partnered women age 25-29 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in their lifetime.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.2529.ME.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 25-29)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women ages 25-29 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.3034.LT.ME.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (modeled estimate, % of ever partnered women ages 30-34)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever partnered women ages 30-34 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in their lifetime.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.3034.ME.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 30-34)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women ages 30-34 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.3544.LT.ME.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (modeled estimate, % of ever partnered women ages 35-44)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever partnered women ages 35-44 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in their lifetime.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.3544.ME.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 35-44)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women ages 35-44 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.4554.LT.ME.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (modeled estimate, % of ever partnered women ages 45-54)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever partnered women ages 45-54 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in their lifetime.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.4554.ME.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 45-54)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women ages 45-54 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.5564.LT.ME.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (modeled estimate, % of ever partnered women ages 55-64)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever partnered women ages 55-64 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in their lifetime.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.5564.ME.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 55-64)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women ages 55-64 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": [{}]}
{"id": "SG.VAW.65PL.LT.ME.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (modeled estimate, % of ever partnered women ages 65+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever partnered women ages 65+ who are subjected to physical violence, sexual violence or both by a current or former intimate partner in their lifetime.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.65PL.ME.ZS", "name": "Proportion of women subjected to physical and/or sexual violence in the last 12 months (modeled estimate, % of ever partnered women ages 65+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women ages 65+ who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.", "sourceOrganization": "The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED)  (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC)", "topics": []}
{"id": "SG.VAW.AFSX.ZS", "name": "Proportion of women who have ever experienced any form of sexual violence (% of women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced any form of sexual violence is the percentage of women ages 15-49 who ever experienced sexual violence.", "sourceOrganization": "Demographic and Health Surveys (DHS) Statcompiler (https://www.statcompiler.com/)", "topics": []}
{"id": "SG.VAW.ARGU.Q1.ZS", "name": "Women who believe a husband is justified in beating his wife when she argues with him (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.ARGU.Q2.ZS", "name": "Women who believe a husband is justified in beating his wife when she argues with him (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.ARGU.Q3.ZS", "name": "Women who believe a husband is justified in beating his wife when she argues with him (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.ARGU.Q4.ZS", "name": "Women who believe a husband is justified in beating his wife when she argues with him (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.ARGU.Q5.ZS", "name": "Women who believe a husband is justified in beating his wife when she argues with him (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.ARGU.ZS", "name": "Women who believe a husband is justified in beating his wife when she argues with him (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.VAW.BURN.Q1.ZS", "name": "Women who believe a husband is justified in beating his wife when she burns the food (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.BURN.Q2.ZS", "name": "Women who believe a husband is justified in beating his wife when she burns the food (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.BURN.Q3.ZS", "name": "Women who believe a husband is justified in beating his wife when she burns the food (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.BURN.Q4.ZS", "name": "Women who believe a husband is justified in beating his wife when she burns the food (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.BURN.Q5.ZS", "name": "Women who believe a husband is justified in beating his wife when she burns the food (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.BURN.ZS", "name": "Women who believe a husband is justified in beating his wife when she burns the food (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.VAW.GOES.Q1.ZS", "name": "Women who believe a husband is justified in beating his wife when she goes out without telling him (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.GOES.Q2.ZS", "name": "Women who believe a husband is justified in beating his wife when she goes out without telling him (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.GOES.Q3.ZS", "name": "Women who believe a husband is justified in beating his wife when she goes out without telling him (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.GOES.Q4.ZS", "name": "Women who believe a husband is justified in beating his wife when she goes out without telling him (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.GOES.Q5.ZS", "name": "Women who believe a husband is justified in beating his wife when she goes out without telling him (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.GOES.ZS", "name": "Women who believe a husband is justified in beating his wife when she goes out without telling him (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.VAW.HLPV.NV.ZS", "name": "Women who never sought help to stop violence, and never told anyone  (% of ever-married women ages 15-49 who have ever experienced any physical or sexual violence)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 who have ever experienced any physical or sexual violence who never sought help to stop violence, and never told anyone", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.HLPV.TD.ZS", "name": "Women who never sought help to stop violence, but told someone (% of ever-married women ages 15-49 who have ever experienced any physical or sexual violence)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 who have ever experienced any physical or sexual violence who never sought help to stop violence, but told someone", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.HLPV.ZS", "name": "Proportion of women who have sought help to stop physical or sexual violence (% of ever-married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have sought help to stop physical or sexual violence is the percentage of ever-married women ages 15-49 who have ever experienced any physical or sexual violence who have sought help to stop violence.", "sourceOrganization": "Demographic and Health Surveys (DHS) Statcompiler (https://www.statcompiler.com/)", "topics": []}
{"id": "SG.VAW.INJR.ZS", "name": "Women who who have experienced injuries resulting from spousal violence (% of ever-married women ages 15-49 who have ever experienced any physical or sexual violence)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 who have ever experienced spousal physical or sexual violence suffered one or more of these injuries: deep wounds, broken bones, broken teeth, eye injuries, sprains, dislocations, or burns, cuts, bruises or aches.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPCB.NV.ZS", "name": "Women whose husband or partner has never demonstrated controlling behaviors (% of ever-married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 whose husband or partner never demonstrated controlling behaviors", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPCB.ZS", "name": "Women whose husband or partner has ever demonstrated controlling behaviors (% of ever-married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 whose husband or partner has ever demonstrated 3 or more of the specific behaviors from the following: jealous or angry if she talks to other men; accuses her of being unfaithful; not permit her to meet her female friends; tries to limit her contact with her family;  insists on knowing where she is at all times; does not trust her with any money", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPEV.LT.ZS", "name": "Women who have ever experienced emotional violence committed by their husband/partner  (% of ever-married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 who have ever experienced emotional violence committed by their husband or partner", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPEV.LY.ZS", "name": "Women who have experienced emotional violence committed by their husband/partner in the 12 months (% of ever-married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 who have experienced emotional violence committed by their husband/partner in the 12 months preceding the survey", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPPV.LT.ZS", "name": "Women who have ever experienced physical violence committed by their husband/partner (% of ever-married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 who have ever experienced physical violence committed by their husband or partner", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPPV.LY.ZS", "name": "Women who have experienced physical violence committed by their husband/partner in the 12 months (% of ever-married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 who have experienced physical violence committed by their husband/partner in the 12 months preceding the survey", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPSV.LT.ZS", "name": "Women who have ever experienced  sexual violence committed by their husband/partner  (% of ever-married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 who have ever experienced sexual violence committed by their husband or partner", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPSV.LY.ZS", "name": "Women who have experienced sexual violence committed by their husband/partner in the 12 months (% of ever-married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of ever-married women ages 15-49 who have experienced sexual violence committed by their husband/partner in the 12 months preceding the survey", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPVE.BM.ZS", "name": "Women whose first experience of spousal physical or sexual violence was before marriage  (% of currently married women age 15-49 who have been married only once)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of currently married women ages 15-49 who have been married only once whose first experience of spousal physical or sexual violence was before marriage", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPVE.M10.ZS", "name": "Women whose first experience of spousal physical or sexual violence was within ten years of marriage  (% of currently married women age 15-49 who have been married only once)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of currently married women ages 15-49 who have been married only once whose first experience of spousal physical or sexual violence was within ten years of marriage", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPVE.M2.ZS", "name": "Women whose first experience of spousal physical or sexual violence was within two years of marriage  (% of currently married women age 15-49 who have been married only once)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of currently married women ages 15-49 who have been married only once whose first experience of spousal physical or sexual violence was within two years of marriage", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPVE.M5.ZS", "name": "Women whose first experience of spousal physical or sexual violence was within five years of marriage  (% of currently married women age 15-49 who have been married only once)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of currently married women ages 15-49 who have been married only once whose first experience of spousal physical or sexual violence was within five years of marriage", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPVE.NV.ZS", "name": "Women who have not experienced spousal physical or sexual violence (% of currently married women age 15-49 who have been married only once)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of currently married women ages 15-49 who have been married only once and have not experienced spousal physical or sexual violence", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.IPVE.ZS", "name": "Proportion of women who have ever experienced intimate partner violence (% of ever-married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Proportion of women who have ever experienced intimate partner violence is the percentage of ever-married women (ages 15 - 49) who have ever experienced physical or sexual violence committed by their husband or partner.", "sourceOrganization": "Demographic and Health Surveys (DHS) Statcompiler (https://www.statcompiler.com/)", "topics": []}
{"id": "SG.VAW.MARR.ZS", "name": "Spousal physical or sexual violence in last 12 months (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Spousal physical or sexual violence is the percentage of ever-married women aged 15-49 who have experienced physical or sexual violence in the last 12 months committed by their husband or partner.", "sourceOrganization": "Demographic and Health Surveys (DHS).", "topics": []}
{"id": "SG.VAW.NEGL.Q1.ZS", "name": "Women who believe a husband is justified in beating his wife when she neglects the children (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.NEGL.Q2.ZS", "name": "Women who believe a husband is justified in beating his wife when she neglects the children (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.NEGL.Q3.ZS", "name": "Women who believe a husband is justified in beating his wife when she neglects the children (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.NEGL.Q4.ZS", "name": "Women who believe a husband is justified in beating his wife when she neglects the children (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.NEGL.Q5.ZS", "name": "Women who believe a husband is justified in beating his wife when she neglects the children (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.NEGL.ZS", "name": "Women who believe a husband is justified in beating his wife when she neglects the children (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.VAW.REAS.Q1.ZS", "name": "Women who believe a husband is justified in beating his wife (any of five reasons) (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.REAS.Q2.ZS", "name": "Women who believe a husband is justified in beating his wife (any of five reasons) (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.REAS.Q3.ZS", "name": "Women who believe a husband is justified in beating his wife (any of five reasons) (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.REAS.Q4.ZS", "name": "Women who believe a husband is justified in beating his wife (any of five reasons) (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.REAS.Q5.ZS", "name": "Women who believe a husband is justified in beating his wife (any of five reasons) (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.REAS.ZS", "name": "Women who believe a husband is justified in beating his wife (any of five reasons) (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.VAW.REFU.Q1.ZS", "name": "Women who believe a husband is justified in beating his wife when she refuses sex with him (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.REFU.Q2.ZS", "name": "Women who believe a husband is justified in beating his wife when she refuses sex with him (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.REFU.Q3.ZS", "name": "Women who believe a husband is justified in beating his wife when she refuses sex with him (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.REFU.Q4.ZS", "name": "Women who believe a husband is justified in beating his wife when she refuses sex with him (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.REFU.Q5.ZS", "name": "Women who believe a husband is justified in beating his wife when she refuses sex with him (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": []}
{"id": "SG.VAW.REFU.ZS", "name": "Women who believe a husband is justified in beating his wife when she refuses sex with him (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him.", "sourceOrganization": "Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SG.VAW.SX15.ZS", "name": "Women who experienced first sexual violence before age 15 (% of women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who first experienced sexual violence before exact age 15", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.SX18.ZS", "name": "Women who experienced first sexual violence before age 18 (% of women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who first experienced sexual violence before exact age 18", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SG.VAW.SX22.ZS", "name": "Women who experienced first sexual violence before age 22 (% of women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who first experienced sexual violence before exact age 22", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SH.ACS.ALON.Q1.ZS", "name": "Problems in accessing health care (not wanting to go alone) (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.ALON.Q2.ZS", "name": "Problems in accessing health care (not wanting to go alone) (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.ALON.Q3.ZS", "name": "Problems in accessing health care (not wanting to go alone) (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.ALON.Q4.ZS", "name": "Problems in accessing health care (not wanting to go alone) (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.ALON.Q5.ZS", "name": "Problems in accessing health care (not wanting to go alone) (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.DIST.Q1.ZS", "name": "Problems in accessing health care (distance to health facility) (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.DIST.Q2.ZS", "name": "Problems in accessing health care (distance to health facility) (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.DIST.Q3.ZS", "name": "Problems in accessing health care (distance to health facility) (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.DIST.Q4.ZS", "name": "Problems in accessing health care (distance to health facility) (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.DIST.Q5.ZS", "name": "Problems in accessing health care (distance to health facility) (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.MONY.Q1.ZS", "name": "Problems in accessing health care (getting money for treatment) (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.MONY.Q2.ZS", "name": "Problems in accessing health care (getting money for treatment) (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.MONY.Q3.ZS", "name": "Problems in accessing health care (getting money for treatment) (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.MONY.Q4.ZS", "name": "Problems in accessing health care (getting money for treatment) (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.MONY.Q5.ZS", "name": "Problems in accessing health care (getting money for treatment) (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.NOFP.Q1.ZS", "name": "Problems in accessing health care (concern there may not be a female provider) (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.NOFP.Q2.ZS", "name": "Problems in accessing health care (concern there may not be a female provider) (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.NOFP.Q3.ZS", "name": "Problems in accessing health care (concern there may not be a female provider) (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.NOFP.Q4.ZS", "name": "Problems in accessing health care (concern there may not be a female provider) (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.NOFP.Q5.ZS", "name": "Problems in accessing health care (concern there may not be a female provider) (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.PERM.Q1.ZS", "name": "Problems in accessing health care (getting permission to go for treatment) (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.PERM.Q2.ZS", "name": "Problems in accessing health care (getting permission to go for treatment) (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.PERM.Q3.ZS", "name": "Problems in accessing health care (getting permission to go for treatment) (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.PERM.Q4.ZS", "name": "Problems in accessing health care (getting permission to go for treatment) (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.PERM.Q5.ZS", "name": "Problems in accessing health care (getting permission to go for treatment) (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.PROB.Q1.ZS", "name": "Problems in accessing health care (any of the specified problems) (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.PROB.Q2.ZS", "name": "Problems in accessing health care (any of the specified problems) (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.PROB.Q3.ZS", "name": "Problems in accessing health care (any of the specified problems) (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.PROB.Q4.ZS", "name": "Problems in accessing health care (any of the specified problems) (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.PROB.Q5.ZS", "name": "Problems in accessing health care (any of the specified problems) (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.TRAN.Q1.ZS", "name": "Problems in accessing health care (having to take transport) (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.TRAN.Q2.ZS", "name": "Problems in accessing health care (having to take transport) (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.TRAN.Q3.ZS", "name": "Problems in accessing health care (having to take transport) (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.TRAN.Q4.ZS", "name": "Problems in accessing health care (having to take transport) (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.TRAN.Q5.ZS", "name": "Problems in accessing health care (having to take transport) (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.WHER.Q1.ZS", "name": "Problems in accessing health care (knowing where to go for treatment) (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.WHER.Q2.ZS", "name": "Problems in accessing health care (knowing where to go for treatment) (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.WHER.Q3.ZS", "name": "Problems in accessing health care (knowing where to go for treatment) (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.WHER.Q4.ZS", "name": "Problems in accessing health care (knowing where to go for treatment) (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ACS.WHER.Q5.ZS", "name": "Problems in accessing health care (knowing where to go for treatment) (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ADM.INPT", "name": "Inpatient admission rate (% of population )", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Inpatient admission rate is the percentage of the population admitted to hospitals during a year.", "sourceOrganization": "WHO, OECD and supplemented by country data.", "topics": []}
{"id": "SH.ALC.PCAP.FE.LI", "name": "Total alcohol consumption per capita, female (liters of pure alcohol, projected estimates, female 15+ years of age)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total alcohol per capita consumption is defined as the total (sum of recorded and unrecorded alcohol) amount of alcohol consumed per person (15 years of age or older) over a calendar year, in litres of pure alcohol, adjusted for tourist consumption.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ALC.PCAP.LI", "name": "Total alcohol consumption per capita (liters of pure alcohol, projected estimates, 15+ years of age)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total alcohol per capita consumption is defined as the total (sum of recorded and unrecorded alcohol) amount of alcohol consumed per person (15 years of age or older) over a calendar year, in litres of pure alcohol, adjusted for tourist consumption.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ALC.PCAP.MA.LI", "name": "Total alcohol consumption per capita, male (liters of pure alcohol, projected estimates, male 15+ years of age)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total alcohol per capita consumption is defined as the total (sum of recorded and unrecorded alcohol) amount of alcohol consumed per person (15 years of age or older) over a calendar year, in litres of pure alcohol, adjusted for tourist consumption.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ANM.ALLW.ZS", "name": "Prevalence of anemia among women of reproductive age (% of women ages 15-49)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of anemia among women of reproductive age refers to the combined prevalence of both non-pregnant with haemoglobin levels below 12 g/dL and pregnant women with haemoglobin levels below 11 g/dL.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository/World Health Statistics.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ANM.CHLD.ZS", "name": "Prevalence of anemia among children (% of children ages 6-59 months)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of anemia, children ages 6-59 months, is the percentage of children ages 6-59 months whose hemoglobin level is less than 110 grams per liter, adjusted for altitude.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository/World Health Statistics.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.ANM.NPRG.ZS", "name": "Prevalence of anemia among non-pregnant women (% of women ages 15-49)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of anemia, non-pregnant women, is the percentage of non-pregnant women whose hemoglobin level is less than 120 grams per liter at sea level.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository/World Health Statistics.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.CON.1524.FE.ZS", "name": "Condom use, population ages 15-24, female (% of females ages 15-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Condom use, female is the percentage of the female population ages 15-24 who used a condom at last intercourse in the last 12 months.", "sourceOrganization": "Demographic and Health Surveys, and UNAIDS.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.CON.1524.MA.ZS", "name": "Condom use, population ages 15-24, male (% of males ages 15-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Condom use, male is the percentage of the male population ages 15-24 who used a condom at last intercourse in the last 12 months.", "sourceOrganization": "Demographic and Health Surveys, and UNAIDS.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.CON.AIDS.FE.ZS", "name": "Condom use at last high-risk sex, adult female (% ages 15-49)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Condom use at last high-risk sex, female is the percentage of the female population ages 15-49 who used a condom at last intercourse with a non-marital and non-cohabiting sexual partner in the last 12 months.", "sourceOrganization": "Demographic and Health Surveys, and UNAIDS.", "topics": []}
{"id": "SH.CON.AIDS.MA.ZS", "name": "Condom use at last high-risk sex, adult male (% ages 15-49)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Condom use at last high-risk sex, male is the percentage of the male population ages 15-49 who used a condom at last intercourse with a non-marital and non-cohabiting sexual partner in the last 12 months.", "sourceOrganization": "Demographic and Health Surveys, and UNAIDS.", "topics": []}
{"id": "SH.DR.TOTL", "name": "Number of Doctors", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "SH.DTH.0509", "name": "Number of deaths ages 5-9 years", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of deaths of children ages 5-9 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SH.DTH.0509.FE", "name": "Number of deaths ages 5-9 years, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of female children ages 5-9 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.0509.MA", "name": "Number of deaths ages 5-9 years, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of male children ages 5-9 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.0514", "name": "Number of deaths ages 5-14 years", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Number of deaths of children ages 5-14 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DTH.1014", "name": "Number of deaths ages 10-14 years", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of deaths of adolescents ages 10-14 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SH.DTH.1014.FE", "name": "Number of deaths ages 10-14 years, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of female adolescents ages 10-14 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.1014.MA", "name": "Number of deaths ages 10-14 years, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of male adolescents ages 10-14 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.1019", "name": "Number of deaths ages 10-19 years", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of adolescents ages 10-19 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.1019.FE", "name": "Number of deaths ages 10-19 years, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of female adolescents ages 10-19 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.1019.MA", "name": "Number of deaths ages 10-19 years, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of male adolescents ages 10-19 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.1519", "name": "Number of deaths ages 15-19 years", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of deaths of adolescents ages 15-19 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SH.DTH.1519.FE", "name": "Number of deaths ages 15-19 years, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of female adolescents ages 15-19 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.1519.MA", "name": "Number of deaths ages 15-19 years, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of male adolescents ages 15-19 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.2024", "name": "Number of deaths ages 20-24 years", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of deaths of youths ages 20-24 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SH.DTH.2024.FE", "name": "Number of deaths ages 20-24 years, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of female youths ages 20-24 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.2024.MA", "name": "Number of deaths ages 20-24 years, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of deaths of male youths ages 20-24 years", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DTH.COMM.0004.FE.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 0-4, female (% of female population ages 0-4)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 0-4 due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all female deaths ages 0-4, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.0004.MA.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 0-4, male (% of male population ages 0-4)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 0-4 due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all male deaths ages 0-4, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.0004.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 0-4 (% of population ages 0-4)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 0-4 due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all deaths ages 0-4, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.0514.FE.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 5-14, female (% of female population ages 5-14)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 5-14 due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all female deaths ages 5-14, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.0514.MA.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 5-14, male (% of male population ages 5-14)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 5-14 due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all male deaths ages 5-14, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.0514.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 5-14 (% of population ages 5-14)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 5-14 due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all deaths ages 5-14, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.1559.FE.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 15-59, female (% of female population ages 15-59)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 15-59 due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all female deaths ages 15-59, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.1559.MA.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 15-59, male (% of male population ages 15-59)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 15-59 due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all male deaths ages 15-59, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.1559.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 15-59 (% of population ages 15-59)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 15-59 due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all deaths ages 15-59, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.60UP.FE.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 60+, female (% of female population ages 60+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 60+ due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all female deaths ages 60+, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.60UP.MA.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 60+, male (% of male population ages 60+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 60+ due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all male deaths ages 60+, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.60UP.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 60+ (% of population ages 60+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 60+ due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all deaths ages 60+, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.FE.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, female (% of female population)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all female deaths, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.MA.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, male (% of male population)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths due to communicable diseases and maternal, prenatal and nutrition conditions divided by number of all male deaths, expressed by percentage. Communicable diseases and maternal, prenatal and nutrition conditions included infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.COMM.ZS", "name": "Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Cause of death refers to the share of all deaths for all ages by underlying causes. Communicable diseases and maternal, prenatal and nutrition conditions include infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DTH.IMRT", "name": "Number of infant deaths", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of infants dying before reaching one year of age.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DTH.IMRT.FE", "name": "Number of infant deaths, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of female infants dying before reaching one year of age.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}, {"id": "8", "value": "Health "}]}
{"id": "SH.DTH.IMRT.MA", "name": "Number of infant deaths, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of male infants dying before reaching one year of age.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}, {"id": "8", "value": "Health "}, {"id": "8", "value": "Health "}]}
{"id": "SH.DTH.INJR.0004.FE.ZS", "name": "Cause of death, by injury, ages 0-4, female (% of female population ages 0-4)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 0-4 due to injury divided by number of all female deaths ages 0-4, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.0004.MA.ZS", "name": "Cause of death, by injury, ages 0-4, male (% of male population ages 0-4)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 0-4 due to injury divided by number of all male deaths ages 0-4, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.0004.ZS", "name": "Cause of death, by injury, ages 0-4 (% of population ages 0-4)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 0-4 due to injury divided by number of all deaths ages 0-4, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.0514.FE.ZS", "name": "Cause of death, by injury, ages 5-14, female (% of female population ages 5-14)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 5-14 due to injury divided by number of all female deaths ages 5-14, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.0514.MA.ZS", "name": "Cause of death, by injury, ages 5-14, male (% of male population ages 5-14)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 5-14 due to injury divided by number of all male deaths ages 5-14, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.0514.ZS", "name": "Cause of death, by injury, ages 5-14 (% of population ages 5-14)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 5-14 due to injury divided by number of all deaths ages 5-14, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.1559.FE.ZS", "name": "Cause of death, by injury, ages 15-59, female (% of female population ages 15-59)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 15-59 due to injury divided by number of all female deaths ages 15-59, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.1559.MA.ZS", "name": "Cause of death, by injury, ages 15-59, male (% of male population ages 15-59)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 15-59 due to injury divided by number of all male deaths ages 15-59, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.1559.ZS", "name": "Cause of death, by injury, ages 15-59 (% of population ages 15-59)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 15-59 due to injury divided by number of all deaths ages 15-59, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.60UP.FE.ZS", "name": "Cause of death, by injury, ages 60+, female (% of female population ages 60+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 60+ due to injury divided by number of all female deaths ages 60+, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.60UP.MA.ZS", "name": "Cause of death, by injury, ages 60+, male (% of male population ages 60+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 60+ due to injury divided by number of all male deaths ages 60+, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.60UP.ZS", "name": "Cause of death, by injury, ages 60+ (% of population ages 60+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 60+ due to injury divided by number of all deaths ages 60+, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.FE.ZS", "name": "Cause of death, by injury, female (% of female population)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths due to injury divided by number of all female deaths, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.MA.ZS", "name": "Cause of death, by injury, male (% of male population)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages due to injury divided by number of all male deaths ages, expressed by percentage. Injury includes unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.INJR.ZS", "name": "Cause of death, by injury (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Cause of death refers to the share of all deaths for all ages by underlying causes. Injuries include unintentional and intentional injuries.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DTH.MORT", "name": "Number of under-five deaths", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of children dying before reaching age five.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DTH.MORT.FE", "name": "Number of under-five deaths, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of female children dying before reaching age five.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}, {"id": "8", "value": "Health "}, {"id": "8", "value": "Health "}]}
{"id": "SH.DTH.MORT.MA", "name": "Number of under-five deaths, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of male children dying before reaching age five.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}, {"id": "8", "value": "Health "}, {"id": "8", "value": "Health "}]}
{"id": "SH.DTH.NCOM.0004.FE.ZS", "name": "Cause of death, by non-communicable diseases, ages 0-4, female (% of female population ages 0-4)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 0-4 due to non-communicable diseases divided by number of all female deaths ages 0-4, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.0004.MA.ZS", "name": "Cause of death, by non-communicable diseases, ages 0-4, male (% of male population ages 0-4)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 0-4 due to non-communicable diseases divided by number of all male deaths ages 0-4, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.0004.ZS", "name": "Cause of death, by non-communicable diseases, ages 0-4 (% of population ages 0-4)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 0-4 due to non-communicable diseases divided by number of all deaths ages 0-4, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.0514.FE.ZS", "name": "Cause of death, by non-communicable diseases, ages 5-14, female (% of female population ages 5-14)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 5-14 due to non-communicable diseases divided by number of all female deaths ages 5-14, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.0514.MA.ZS", "name": "Cause of death, by non-communicable diseases, ages 5-14, male (% of male population ages 5-14)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 5-14 due to non-communicable diseases divided by number of all male deaths ages 5-14, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.0514.ZS", "name": "Cause of death, by non-communicable diseases, ages 5-14 (% of population ages 5-14)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 5-14 due to non-communicable diseases divided by number of all deaths ages 5-14, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.1559.FE.ZS", "name": "Cause of death, by non-communicable diseases, ages 15-59, female (% of female population ages 15-59)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 15-59 due to non-communicable diseases divided by number of all female deaths ages 15-59, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.1559.MA.ZS", "name": "Cause of death, by non-communicable diseases, ages 15-59, male (% of male population ages 15-59)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 15-59 due to non-communicable diseases divided by number of all male deaths ages 15-59, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.1559.ZS", "name": "Cause of death, by non-communicable diseases, ages 15-59 (% of population ages 15-59)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 15-59 due to non-communicable diseases divided by number of all deaths ages 15-59 expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.60UP.FE.ZS", "name": "Cause of death, by non-communicable diseases, ages 60+, female (% of female population ages 60+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths ages 60+ due to non-communicable diseases divided by number of all female deaths ages 60+, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.60UP.MA.ZS", "name": "Cause of death, by non-communicable diseases, ages 60+, male (% of male population ages 60+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages 60+ due to non-communicable diseases divided by number of all male deaths ages 60+, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.60UP.ZS", "name": "Cause of death, by non-communicable diseases, ages 60+ (% of population ages 60+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of deaths ages 60+ due to non-communicable diseases divided by number of all deaths ages 60+, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.FE.ZS", "name": "Cause of death, by non-communicable diseases, female (% of female population)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female deaths due to non-communicable diseases divided by number of all female deaths, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.MA.ZS", "name": "Cause of death, by non-communicable diseases, male (% of male population)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of male deaths ages due to non-communicable diseases divided by number of all male deaths ages, expressed by percentage. Non-Communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": []}
{"id": "SH.DTH.NCOM.ZS", "name": "Cause of death, by non-communicable diseases (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Cause of death refers to the share of all deaths for all ages by underlying causes. Non-communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.", "sourceOrganization": "Derived based on the data from Global Health Estimates 2020: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2019. Geneva, World Health Organization; 2020. Link: https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DTH.NMRT", "name": "Number of neonatal deaths", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of neonates dying before reaching 28 days of age.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DTH.STLB", "name": "Number of stillbirths", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of fetal deaths at 28 weeks or more of gestation", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.0509", "name": "Probability of dying among children ages 5-9 years (per 1,000)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Probability of dying between age 5-9 years of age expressed per 1,000 children aged 5, if subject to age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SH.DYN.0509.FE", "name": "Probability of dying among children ages 5-9 years, female (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying among female children between age 5-9 years of age expressed per 1,000 female children aged 5, if subject to female age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.0509.MA", "name": "Probability of dying among children ages 5-9 years, male (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying among male children between age 5-9 years of age expressed per 1,000 male children aged 5, if subject to male age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.0514", "name": "Probability of dying at age 5-14 years (per 1,000 children age 5)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Probability of dying between age 5-14 years of age expressed per 1,000 children aged 5, if subject to age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.1014", "name": "Probability of dying among adolescents ages 10-14 years (per 1,000)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Probability of dying between age 10-14 years of age expressed per 1,000 adolescents age 10, if subject to age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SH.DYN.1014.FE", "name": "Probability of dying among adolescents ages 10-14 years, female (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying among female adolescents between age 10-14 years of age expressed per 1,000 female adolescents age 10, if subject to female age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.1014.MA", "name": "Probability of dying among adolescents ages 10-14 years, male (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying among male adolescents between age 10-14 years of age expressed per 1,000 male adolescents age 10, if subject to male age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.1019", "name": "Probability of dying among adolescents ages 10-19 years (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying between age 10-19 years of age expressed per 1,000 adolescents age 10, if subject to age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.1019.FE", "name": "Probability of dying among adolescents ages 10-19 years, female (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying among female adolescents between age 10-19 years of age expressed per 1,000 female adolescents age 10, if subject to female age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.1019.MA", "name": "Probability of dying among adolescents ages 10-19 years, male (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying among male adolescents between age 10-19 years of age expressed per 1,000 male adolescents age 10, if subject to male age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.1519", "name": "Probability of dying among adolescents ages 15-19 years (per 1,000)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Probability of dying between age 15-19 years of age expressed per 1,000 adolescents age 15, if subject to age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SH.DYN.1519.FE", "name": "Probability of dying among adolescents ages 15-19 years, female (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying female adolescents between age 15-19 years of age expressed per 1,000 female adolescents age 15, if subject to female age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.1519.MA", "name": "Probability of dying among adolescents ages 15-19 years, male (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying male adolescents between age 15-19 years of age expressed per 1,000 male adolescents age 15, if subject to male age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.2024", "name": "Probability of dying among youth ages 20-24 years (per 1,000)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Probability of dying between age 20-24 years of age expressed per 1,000 youths age 20, if subject to age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SH.DYN.2024.FE", "name": "Probability of dying among youth ages 20-24 years, female (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying among female youths between age 20-24 years of age expressed per 1,000 female youths age 20, if subject to female age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.2024.MA", "name": "Probability of dying among youth ages 20-24 years, male (per 1,000)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Probability of dying among male youths between age 20-24 years of age expressed per 1,000 male youths age 20, if subject to male age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": []}
{"id": "SH.DYN.AIDS", "name": "Adults (ages 15+) living with HIV", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Adults living with HIV refers to the number of people ages 15-49 who are infected with HIV.", "sourceOrganization": "UNAIDS estimates.", "topics": []}
{"id": "SH.DYN.AIDS.DH", "name": "AIDS estimated deaths (UNAIDS estimates)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "AIDS deaths are the estimated number of adults and children who died due to AIDS-related causes.", "sourceOrganization": "UNAIDS estimates.", "topics": [{}]}
{"id": "SH.DYN.AIDS.FE.ZS", "name": "Women's share of population ages 15+ living with HIV (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of HIV is the percentage of people who are infected with HIV. Female rate is as a percentage of the total population ages 15+ who are living with HIV.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.DYN.AIDS.HG.ZS", "name": "HIV prevalence rate, adult 15-49 years (%; high estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Prevalence of HIV refers to the percentage of people ages 15-49 who are infected with HIV based on a high estimate. ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.DYN.AIDS.LW.ZS", "name": "HIV prevalence rate, adult 15-49 years (%; low estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Prevalence of HIV refers to the percentage of people ages 15-49 who are infected with HIV based on a low estimate.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.DYN.AIDS.ZS", "name": "Prevalence of HIV, total (% of population ages 15-49)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of HIV refers to the percentage of people ages 15-49 who are infected with HIV.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}, {"id": "2", "value": "Aid Effectiveness "}]}
{"id": "SH.DYN.CHLD.FE", "name": "Mortality rate, female child (per 1,000 female children age one)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Child mortality rate is the probability of dying between the exact ages of one and five, if subject to current age-specific mortality rates. The probability is expressed as a rate per 1,000.", "sourceOrganization": "Demographic and Health Surveys by ICF International, Multiple Indicators Cluster Surveys by UNICEF, Reproductive Health Surveys by U.S. Center for Disease Control, and Family Health Surveys by Pan Arab Project for Family Health. See footnotes for a source.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.DYN.CHLD.MA", "name": "Mortality rate, male child (per 1,000 male children age one)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Child mortality rate is the probability of dying between the exact ages of one and five, if subject to current age-specific mortality rates. The probability is expressed as a rate per 1,000.", "sourceOrganization": "Demographic and Health Surveys by ICF International, Multiple Indicators Cluster Surveys by UNICEF, Reproductive Health Surveys by U.S. Center for Disease Control, and Family Health Surveys by Pan Arab Project for Family Health. See footnotes for a source.", "topics": [{"id": "17", "value": "Gender"}, {"id": "8", "value": "Health "}]}
{"id": "SH.DYN.MORT", "name": "Mortality rate, under-5 (per 1,000 live births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Under-five mortality rate is the probability per 1,000 that a newborn baby will die before reaching age five, if subject to age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}, {"id": "2", "value": "Aid Effectiveness "}, {"id": "19", "value": "Climate Change"}]}
{"id": "SH.DYN.MORT.FE", "name": "Mortality rate, under-5, female (per 1,000 live births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Under-five mortality rate, female is the probability per 1,000 that a newborn female baby will die before reaching age five, if subject to female age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.MORT.MA", "name": "Mortality rate, under-5, male (per 1,000 live births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Under-five mortality rate, male is the probability per 1,000 that a newborn male baby will die before reaching age five, if subject to male age-specific mortality rates of the specified year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.MORT.Q1", "name": "Under-5 mortality rate (per 1,000 live births): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Under-5 mortality rate: Number of deaths to children under age five years per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.MORT.Q2", "name": "Under-5 mortality rate (per 1,000 live births): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Under-5 mortality rate: Number of deaths to children under age five years per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.MORT.Q3", "name": "Under-5 mortality rate (per 1,000 live births): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Under-5 mortality rate: Number of deaths to children under age five years per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.MORT.Q4", "name": "Under-5 mortality rate (per 1,000 live births): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Under-5 mortality rate: Number of deaths to children under age five years per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.MORT.Q5", "name": "Under-5 mortality rate (per 1,000 live births): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Under-5 mortality rate: Number of deaths to children under age five years per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.NCOM.FE.ZS", "name": "Mortality from CVD, cancer, diabetes or CRD between exact ages 30 and 70, female (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality from CVD, cancer, diabetes or CRD is the percent of 30-year-old-people who would die before their 70th birthday from any of cardiovascular disease, cancer, diabetes,  or chronic respiratory disease, assuming that s/he would experience current mortality rates at every age and s/he would not die from any other cause of death (e.g., injuries or HIV/AIDS).", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.NCOM.MA.ZS", "name": "Mortality from CVD, cancer, diabetes or CRD between exact ages 30 and 70, male (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality from CVD, cancer, diabetes or CRD is the percent of 30-year-old-people who would die before their 70th birthday from any of cardiovascular disease, cancer, diabetes,  or chronic respiratory disease, assuming that s/he would experience current mortality rates at every age and s/he would not die from any other cause of death (e.g., injuries or HIV/AIDS).", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.NCOM.ZS", "name": "Mortality from CVD, cancer, diabetes or CRD between exact ages 30 and 70 (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality from CVD, cancer, diabetes or CRD is the percent of 30-year-old-people who would die before their 70th birthday from any of cardiovascular disease, cancer, diabetes,  or chronic respiratory disease, assuming that s/he would experience current mortality rates at every age and s/he would not die from any other cause of death (e.g., injuries or HIV/AIDS).", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.NMRT", "name": "Mortality rate, neonatal (per 1,000 live births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Neonatal mortality rate is the number of neonates dying before reaching 28 days of age, per 1,000 live births in a given year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.DYN.STLB", "name": "Stillbirth rate (per 1,000 total births)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Stillbirth rate is the number of fetal deaths at 28 weeks or more of gestation per 1,000 total births. Total birth is the sum of stillbirths (as just defined) and live births.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.ACPT.Q1.ZS", "name": "Acceptability of media messages on family planning (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Acceptability of media messages on family planning: Percentage of all women who believe that it is acceptable to have messages about family planning on the radio or television.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.ACPT.Q2.ZS", "name": "Acceptability of media messages on family planning (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Acceptability of media messages on family planning: Percentage of all women who believe that it is acceptable to have messages about family planning on the radio or television.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.ACPT.Q3.ZS", "name": "Acceptability of media messages on family planning (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Acceptability of media messages on family planning: Percentage of all women who believe that it is acceptable to have messages about family planning on the radio or television.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.ACPT.Q4.ZS", "name": "Acceptability of media messages on family planning (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Acceptability of media messages on family planning: Percentage of all women who believe that it is acceptable to have messages about family planning on the radio or television.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.ACPT.Q5.ZS", "name": "Acceptability of media messages on family planning (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Acceptability of media messages on family planning: Percentage of all women who believe that it is acceptable to have messages about family planning on the radio or television.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FBRT.Q1.ZS", "name": "Median age at first birth (women ages 25-49): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first birth: Median age at first birth among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FBRT.Q2.ZS", "name": "Median age at first birth (women ages 25-49): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first birth: Median age at first birth among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FBRT.Q3.ZS", "name": "Median age at first birth (women ages 25-49): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first birth: Median age at first birth among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FBRT.Q4.ZS", "name": "Median age at first birth (women ages 25-49): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first birth: Median age at first birth among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FBRT.Q5.ZS", "name": "Median age at first birth (women ages 25-49): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first birth: Median age at first birth among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FMAR.Q1.ZS", "name": "Median age at first marriage (women ages 25-49): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first marriage: Median age at first marriage among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FMAR.Q2.ZS", "name": "Median age at first marriage (women ages 25-49): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first marriage: Median age at first marriage among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FMAR.Q3.ZS", "name": "Median age at first marriage (women ages 25-49): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first marriage: Median age at first marriage among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FMAR.Q4.ZS", "name": "Median age at first marriage (women ages 25-49): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first marriage: Median age at first marriage among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FMAR.Q5.ZS", "name": "Median age at first marriage (women ages 25-49): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first marriage: Median age at first marriage among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FSEX.Q1.ZS", "name": "Median age at first sexual intercourse (women ages 25-49): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first sexual intercourse: Median age at first sexual intercourse among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FSEX.Q2.ZS", "name": "Median age at first sexual intercourse (women ages 25-49): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first sexual intercourse: Median age at first sexual intercourse among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FSEX.Q3.ZS", "name": "Median age at first sexual intercourse (women ages 25-49): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first sexual intercourse: Median age at first sexual intercourse among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FSEX.Q4.ZS", "name": "Median age at first sexual intercourse (women ages 25-49): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first sexual intercourse: Median age at first sexual intercourse among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.FSEX.Q5.ZS", "name": "Median age at first sexual intercourse (women ages 25-49): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median age at first sexual intercourse: Median age at first sexual intercourse among women aged 25-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.HEAR.Q1.ZS", "name": "Heard family planning on radio and television (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Heard family planning on radio and television: Percentage of all women who have heard a radio or television message about family planning in the last few months prior to the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.HEAR.Q2.ZS", "name": "Heard family planning on radio and television (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Heard family planning on radio and television: Percentage of all women who have heard a radio or television message about family planning in the last few months prior to the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.HEAR.Q3.ZS", "name": "Heard family planning on radio and television (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Heard family planning on radio and television: Percentage of all women who have heard a radio or television message about family planning in the last few months prior to the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.HEAR.Q4.ZS", "name": "Heard family planning on radio and television (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Heard family planning on radio and television: Percentage of all women who have heard a radio or television message about family planning in the last few months prior to the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.HEAR.Q5.ZS", "name": "Heard family planning on radio and television (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Heard family planning on radio and television: Percentage of all women who have heard a radio or television message about family planning in the last few months prior to the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.IDLC.Q1", "name": "Mean ideal number of children (per woman): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mean ideal number of children: Mean ideal number of children for all women.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.IDLC.Q2", "name": "Mean ideal number of children (per woman): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mean ideal number of children: Mean ideal number of children for all women.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.IDLC.Q3", "name": "Mean ideal number of children (per woman): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mean ideal number of children: Mean ideal number of children for all women.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.IDLC.Q4", "name": "Mean ideal number of children (per woman): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mean ideal number of children: Mean ideal number of children for all women.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.IDLC.Q5", "name": "Mean ideal number of children (per woman): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mean ideal number of children: Mean ideal number of children for all women.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.KNMD.AL.FE.ZS", "name": "Knowledge of any modern method of contraception (% of all women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of all women ages 15-49 who know at least one of modern methods of contraception. Modern methods of contraception include female and male sterilization, contraceptive pills, intra-uterine device (IUD), injectables, implants, male and female condoms, diaphragm, contraceptive foam and contraceptive jelly female condom, lactational amenorrhea method (LAM), Standard days method (SDM), and emergency contraception.", "sourceOrganization": "Demographic and Health Surveys (DHS) (https://www.statcompiler.com/)", "topics": []}
{"id": "SH.FPL.KNMD.AL.MA.ZS", "name": "Knowledge of any modern method of contraception  (% of all men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of all men who know at least one of modern methods of contraception. Modern methods of contraception include female and male sterilization, contraceptive pills, intra-uterine device (IUD), injectables, implants, male and female condoms, diaphragm, contraceptive foam and contraceptive jelly female condom, lactational amenorrhea method (LAM), Standard days method (SDM), and emergency contraception. The age range of men depends on surveys.  In most DHS surveys, men ages 15-49, 15-54, or 15-59 are eligible for individual interviews.", "sourceOrganization": "Demographic and Health Surveys (DHS) (https://www.statcompiler.com/)", "topics": []}
{"id": "SH.FPL.KNMD.FE.ZS", "name": "Knowledge of any modern method of contraception (% of married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of currently married or in union women ages 15-49 who know at least one of modern methods of contraception. Modern methods of contraception include female and male sterilization, contraceptive pills, intra-uterine device (IUD), injectables, implants, male and female condoms, diaphragm, contraceptive foam and contraceptive jelly female condom, lactational amenorrhea method (LAM), Standard days method (SDM), and emergency contraception.", "sourceOrganization": "Demographic and Health Surveys (DHS) (https://www.statcompiler.com/)", "topics": []}
{"id": "SH.FPL.KNMD.MA.ZS", "name": "Knowledge of any modern method of contraception  (% of married men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of currently married or in union men who know at least one of modern methods of contraception. Modern methods of contraception include female and male sterilization, contraceptive pills, intra-uterine device (IUD), injectables, implants, male and female condoms, diaphragm, contraceptive foam and contraceptive jelly female condom, lactational amenorrhea method (LAM), Standard days method (SDM), and emergency contraception. In most DHS surveys, men ages 15-49, 15-54, or 15-59 are eligible for individual interviews.", "sourceOrganization": "Demographic and Health Surveys (DHS) (https://www.statcompiler.com/)", "topics": []}
{"id": "SH.FPL.KNOW.AL.FE.ZS", "name": "Knowledge of any method of contraception (% of all women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of all women ages 15-49 who know any method of contraception.  Modern methods of contraception include female and male sterilization, contraceptive pills, intra-uterine device (IUD), injectables, implants, male and female condoms, diaphragm, contraceptive foam and contraceptive jelly female condom, lactational amenorrhea method (LAM), Standard days method (SDM), and emergency contraception. Traditional methods includes periodic abstinence (rhythm, calendar method) and withdrawal.", "sourceOrganization": "Demographic and Health Surveys (DHS) (https://www.statcompiler.com/)", "topics": []}
{"id": "SH.FPL.KNOW.AL.MA.ZS", "name": "Knowledge of any method of contraception (% of all men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of all men who know any method of contraception. Modern methods of contraception include female and male sterilization, contraceptive pills, intra-uterine device (IUD), injectables, implants, male and female condoms, diaphragm, contraceptive foam and contraceptive jelly female condom, lactational amenorrhea method (LAM), Standard days method (SDM), and emergency contraception. Traditional methods includes periodic abstinence (rhythm, calendar method) and withdrawal.  The age range of men depends on surveys.  In most DHS surveys, men ages 15-49, 15-54, or 15-59 are eligible for individual interviews.", "sourceOrganization": "Demographic and Health Surveys (DHS) (https://www.statcompiler.com/)", "topics": []}
{"id": "SH.FPL.KNOW.FE.ZS", "name": "Knowledge of any method of contraception (% of married women ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of currently married or in union women ages 15-49 who know any method of contraception. Modern methods of contraception include female and male sterilization, contraceptive pills, intra-uterine device (IUD), injectables, implants, male and female condoms, diaphragm, contraceptive foam and contraceptive jelly female condom, lactational amenorrhea method (LAM), Standard days method (SDM), and emergency contraception. Traditional methods includes periodic abstinence (rhythm, calendar method) and withdrawal.", "sourceOrganization": "Demographic and Health Surveys (DHS) (https://www.statcompiler.com/)", "topics": []}
{"id": "SH.FPL.KNOW.MA.ZS", "name": "Knowledge of any method of contraception (% of married men)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of currently married or in union men who know any method of contraception.  Modern methods of contraception include female and male sterilization, contraceptive pills, intra-uterine device (IUD), injectables, implants, male and female condoms, diaphragm, contraceptive foam and contraceptive jelly female condom, lactational amenorrhea method (LAM), Standard days method (SDM), and emergency contraception. Traditional methods includes periodic abstinence (rhythm, calendar method) and withdrawal.  The age range of men depends on surveys.  In most DHS surveys, men ages 15-49, 15-54, or 15-59 are eligible for individual interviews.", "sourceOrganization": "Demographic and Health Surveys (DHS) (https://www.statcompiler.com/)", "topics": []}
{"id": "SH.FPL.KNOW.Q1.ZS", "name": "Knowledge of contraception (any method) (% of married women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.KNOW.Q2.ZS", "name": "Knowledge of contraception (any method) (% of married women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.KNOW.Q3.ZS", "name": "Knowledge of contraception (any method) (% of married women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.KNOW.Q4.ZS", "name": "Knowledge of contraception (any method) (% of married women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.KNOW.Q5.ZS", "name": "Knowledge of contraception (any method) (% of married women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.KWMD.Q1.ZS", "name": "Knowledge of contraception (modern method) (% of married women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.KWMD.Q2.ZS", "name": "Knowledge of contraception (modern method) (% of married women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.KWMD.Q3.ZS", "name": "Knowledge of contraception (modern method) (% of married women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.KWMD.Q4.ZS", "name": "Knowledge of contraception (modern method) (% of married women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.KWMD.Q5.ZS", "name": "Knowledge of contraception (modern method) (% of married women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.LIMT.Q1.ZS", "name": "Desire to stop (limit) childbearing (% of married women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Desire to stop (limit) childbearing: Percentage of currently married women who want no more children. Women who have been sterilized or whose spouses are sterilized, are considered to want no more children.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.LIMT.Q2.ZS", "name": "Desire to stop (limit) childbearing (% of married women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Desire to stop (limit) childbearing: Percentage of currently married women who want no more children. Women who have been sterilized or whose spouses are sterilized, are considered to want no more children.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.LIMT.Q3.ZS", "name": "Desire to stop (limit) childbearing (% of married women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Desire to stop (limit) childbearing: Percentage of currently married women who want no more children. Women who have been sterilized or whose spouses are sterilized, are considered to want no more children.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.LIMT.Q4.ZS", "name": "Desire to stop (limit) childbearing (% of married women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Desire to stop (limit) childbearing: Percentage of currently married women who want no more children. Women who have been sterilized or whose spouses are sterilized, are considered to want no more children.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.LIMT.Q5.ZS", "name": "Desire to stop (limit) childbearing (% of married women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Desire to stop (limit) childbearing: Percentage of currently married women who want no more children. Women who have been sterilized or whose spouses are sterilized, are considered to want no more children.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MBRI.Q1", "name": "Median birth interval (months): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median birth interval: Median duration of the birth interval in months for non-first births in the five years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MBRI.Q2", "name": "Median birth interval (months): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median birth interval: Median duration of the birth interval in months for non-first births in the five years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MBRI.Q3", "name": "Median birth interval (months): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median birth interval: Median duration of the birth interval in months for non-first births in the five years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MBRI.Q4", "name": "Median birth interval (months): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median birth interval: Median duration of the birth interval in months for non-first births in the five years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MBRI.Q5", "name": "Median birth interval (months): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Median birth interval: Median duration of the birth interval in months for non-first births in the five years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MSTM.Q1.ZS", "name": "Fertility planning status (wanted later) (% of births): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MSTM.Q2.ZS", "name": "Fertility planning status (wanted later) (% of births): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MSTM.Q3.ZS", "name": "Fertility planning status (wanted later) (% of births): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MSTM.Q4.ZS", "name": "Fertility planning status (wanted later) (% of births): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MSTM.Q5.ZS", "name": "Fertility planning status (wanted later) (% of births): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.MSTM.ZS", "name": "Fertility planning status: mistimed pregnancy (% of births)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The proportion of women ages 15-49 who reported the last birth in the five years preceding the survery was mistimed (wanted later).", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SH.FPL.READ.Q1.ZS", "name": "Family planning messages in print (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Family planning messages in print: Percentage of all women who have received a message about family planning from printed media in the last few months prior to the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.READ.Q2.ZS", "name": "Family planning messages in print (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Family planning messages in print: Percentage of all women who have received a message about family planning from printed media in the last few months prior to the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.READ.Q3.ZS", "name": "Family planning messages in print (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Family planning messages in print: Percentage of all women who have received a message about family planning from printed media in the last few months prior to the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.READ.Q4.ZS", "name": "Family planning messages in print (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Family planning messages in print: Percentage of all women who have received a message about family planning from printed media in the last few months prior to the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.READ.Q5.ZS", "name": "Family planning messages in print (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Family planning messages in print: Percentage of all women who have received a message about family planning from printed media in the last few months prior to the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.SATI.ZS", "name": "Demand for family planning satisfied by any methods (% of married women with demand for family planning)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Demand for family planning satisfied by any methods refers to the percentage of married women ages 15-49 whose need for family planning is satisfied.", "sourceOrganization": "Demographic and Health Surveys.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.FPL.SATM.ZS", "name": "Demand for family planning satisfied by modern methods (% of married women with demand for family planning)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Demand for family planning satisfied by modern methods refers to the percentage of married women ages 15-49 years whose need for family planning is satisfied with modern methods.", "sourceOrganization": "Demographic and Health Surveys (DHS).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.UWTD.Q1.ZS", "name": "Fertility planning status (wanted no more) (% of births): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.UWTD.Q2.ZS", "name": "Fertility planning status (wanted no more) (% of births): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.UWTD.Q3.ZS", "name": "Fertility planning status (wanted no more) (% of births): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.UWTD.Q4.ZS", "name": "Fertility planning status (wanted no more) (% of births): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.UWTD.Q5.ZS", "name": "Fertility planning status (wanted no more) (% of births): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.UWTD.ZS", "name": "Fertility planning status: unwanted pregnancy (% of births)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The proportion of women ages 15-49 who reported the last birth in the five years preceding the survery was unwanted.", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SH.FPL.WNTD.Q1.ZS", "name": "Fertility planning status (wanted then) (% of births): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.WNTD.Q2.ZS", "name": "Fertility planning status (wanted then) (% of births): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.WNTD.Q3.ZS", "name": "Fertility planning status (wanted then) (% of births): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.WNTD.Q4.ZS", "name": "Fertility planning status (wanted then) (% of births): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.WNTD.Q5.ZS", "name": "Fertility planning status (wanted then) (% of births): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.FPL.WNTD.ZS", "name": "Fertility planning status: planned pregnancy (% of births)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The proportion of women ages 15-49 who reported the last birth in the five years preceding the survery was planned (wanted then).", "sourceOrganization": "Demographic and Health Surveys (DHS)", "topics": []}
{"id": "SH.H2O.BASW.Q1.ZS", "name": "People using at least basic drinking water services (% of population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.H2O.BASW.Q2.ZS", "name": "People using at least basic drinking water services (% of population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.Q3.ZS", "name": "People using at least basic drinking water services (% of population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.Q4.ZS", "name": "People using at least basic drinking water services (% of population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.Q5.ZS", "name": "People using at least basic drinking water services (% of population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.RU.Q1.ZS", "name": "People using at least basic drinking water services, rural (% of rural population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.RU.Q2.ZS", "name": "People using at least basic drinking water services, rural (% of rural population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.H2O.BASW.RU.Q3.ZS", "name": "People using at least basic drinking water services, rural (% of rural population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.RU.Q4.ZS", "name": "People using at least basic drinking water services, rural (% of rural population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.RU.Q5.ZS", "name": "People using at least basic drinking water services, rural (% of rural population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.RU.ZS", "name": "People using at least basic drinking water services, rural (% of rural population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using at least basic water services.  This indicator encompasses both people using basic water services as well as those using safely managed water services.  Basic drinking water services is defined as drinking water from an improved source, provided collection time is not more than 30 minutes for a round trip.  Improved water sources include piped water, boreholes or tubewells, protected dug wells, protected springs, and packaged or delivered water.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.H2O.BASW.UR.Q1.ZS", "name": "People using at least basic drinking water services, urban (% of urban population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.UR.Q2.ZS", "name": "People using at least basic drinking water services, urban (% of urban population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.UR.Q3.ZS", "name": "People using at least basic drinking water services, urban (% of urban population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.UR.Q4.ZS", "name": "People using at least basic drinking water services, urban (% of urban population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.UR.Q5.ZS", "name": "People using at least basic drinking water services, urban (% of urban population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.H2O.BASW.UR.ZS", "name": "People using at least basic drinking water services, urban (% of urban population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using at least basic water services.  This indicator encompasses both people using basic water services as well as those using safely managed water services.  Basic drinking water services is defined as drinking water from an improved source, provided collection time is not more than 30 minutes for a round trip.  Improved water sources include piped water, boreholes or tubewells, protected dug wells, protected springs, and packaged or delivered water.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.H2O.BASW.ZS", "name": "People using at least basic drinking water services (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using at least basic water services.  This indicator encompasses both people using basic water services as well as those using safely managed water services.  Basic drinking water services is defined as drinking water from an improved source, provided collection time is not more than 30 minutes for a round trip.  Improved water sources include piped water, boreholes or tubewells, protected dug wells, protected springs, and packaged or delivered water.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.H2O.SAFE.RU.ZS", "name": "Improved water source, rural (% of rural population with access)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Access to an improved water source, rural, refers to the percentage of the rural population using an improved drinking water source. The improved drinking water source includes piped water on premises (piped household water connection located inside the user\u2019s dwelling, plot or yard), and other improved drinking water sources (public taps or standpipes, tube wells or boreholes, protected dug wells, protected springs, and rainwater collection).", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}, {"id": "8", "value": "Health "}]}
{"id": "SH.H2O.SAFE.UR.ZS", "name": "Improved water source, urban (% of urban population with access)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Access to an improved water source, urban, refers to the percentage of the urban population using an improved drinking water source. The improved drinking water source includes piped water on premises (piped household water connection located inside the user\u2019s dwelling, plot or yard), and other improved drinking water sources (public taps or standpipes, tube wells or boreholes, protected dug wells, protected springs, and rainwater collection).", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}, {"id": "8", "value": "Health "}, {"id": "16", "value": "Urban Development "}]}
{"id": "SH.H2O.SAFE.ZS", "name": "Improved water source (% of population with access)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Access to an improved water source refers to the percentage of the population using an improved drinking water source. The improved drinking water source includes piped water on premises (piped household water connection located inside the user\u2019s dwelling, plot or yard), and other improved drinking water sources (public taps or standpipes, tube wells or boreholes, protected dug wells, protected springs, and rainwater collection).", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "9", "value": "Infrastructure "}, {"id": "8", "value": "Health "}]}
{"id": "SH.H2O.SMDW.RU.ZS", "name": "People using safely managed drinking water services, rural (% of rural population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using drinking water from an improved source that is accessible on premises, available when needed and free from faecal and priority chemical contamination. Improved water sources include piped water, boreholes or tubewells, protected dug wells, protected springs, and packaged or delivered water.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.H2O.SMDW.UR.ZS", "name": "People using safely managed drinking water services, urban (% of urban population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using drinking water from an improved source that is accessible on premises, available when needed and free from faecal and priority chemical contamination. Improved water sources include piped water, boreholes or tubewells, protected dug wells, protected springs, and packaged or delivered water.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.H2O.SMDW.ZS", "name": "People using safely managed drinking water services (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using drinking water from an improved source that is accessible on premises, available when needed and free from faecal and priority chemical contamination. Improved water sources include piped water, boreholes or tubewells, protected dug wells, protected springs, and packaged or delivered water.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.HIV.0014", "name": "Children (0-14) living with HIV", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children living with HIV refers to the number of children ages 0-14 who are infected with HIV.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.1524.FE.HG.ZS", "name": "Prevalence of HIV, young women 15-24 years (%; high estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Prevalence of HIV, female refers to the percentage of females ages 15-24 who are infected with HIV based the high estimate.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.1524.FE.LW.ZS", "name": "Prevalence of HIV, young women 15-24 years (%; low estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Prevalence of HIV, female refers to the percentage of females ages 15-24 who are infected with HIV based the low estimate.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.1524.FE.ZS", "name": "Prevalence of HIV, female (% ages 15-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of HIV, female is the percentage of females who are infected with HIV. Youth rates are as a percentage of the relevant age group.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SH.HIV.1524.KW.FE.ZS", "name": "Comprehensive correct knowledge of HIV/AIDS, ages 15-24, female (2 prevent ways and reject 3 misconceptions)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "The percent of female respondents ages 15-24 who correctly identify the two major ways of preventing the sexual transmission of HIV (using condoms and limiting sex to one faithful, uninfected partner), who reject the two most common local misconceptions about HIV transmission, and who know that a healthy-looking person can have HIV.", "sourceOrganization": "Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys.  Largely compiled by UNICEF.", "topics": []}
{"id": "SH.HIV.1524.KW.MA.ZS", "name": "Comprehensive correct knowledge of HIV/AIDS, ages 15-24, male (2 prevent ways and reject 3 misconceptions)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "The percent of male respondents ages 15-24 who correctly identify the two major ways of preventing the sexual transmission of HIV (using condoms and limiting sex to one faithful, uninfected partner), who reject the two most common local misconceptions about HIV transmission, and who know that a healthy-looking person can have HIV.", "sourceOrganization": "Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys.  Largely compiled by UNICEF.", "topics": []}
{"id": "SH.HIV.1524.MA.HG.ZS", "name": "Prevalence of HIV, young men 15-24 years (%; high estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Prevalence of HIV, male refers to the percentage of females ages 15-24 who are infected with HIV based the high estimate.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.1524.MA.LW.ZS", "name": "Prevalence of HIV, young men 15-24 years (%; low estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Prevalence of HIV, male refers to the percentage of females ages 15-24 who are infected with HIV based the low estimate.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.1524.MA.ZS", "name": "Prevalence of HIV, male (% ages 15-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of HIV, male is the percentage of males who are infected with HIV. Youth rates are as a percentage of the relevant age group.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SH.HIV.ARTC.FE.ZS", "name": "Access to anti-retroviral drugs, female (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of adult females living with HIV who are receiving antiretroviral therapy.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.HIV.ARTC.MA.ZS", "name": "Access to anti-retroviral drugs, male (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The percentage of adult males living with HIV who are receiving antiretroviral therapy.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.HIV.ARTC.ZS", "name": "Antiretroviral therapy coverage (% of people living with HIV)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Antiretroviral therapy coverage indicates the percentage of all people living with HIV who are receiving antiretroviral therapy.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.DTS.HG.NUM", "name": "AIDS deaths in adults and children (high estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Deaths due to HIV/AIDS are the estimated number of adults and children that have died in a specific year based in the modeling of HIV surveillance data using standard and appropriate tools.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.DTS.LW.NUM", "name": "AIDS deaths in adults and children (low estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Deaths due to HIV/AIDS are the estimated number of adults and children that have died in a specific year based in the modeling of HIV surveillance data using standard and appropriate tools.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.DTS.NUM", "name": "AIDS deaths in adults and children", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Deaths due to HIV/AIDS are the estimated number of adults and children that have died in a specific year based in the modeling of HIV surveillance data using standard and appropriate tools.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.INCD", "name": "Adults (ages 15-49) newly infected with HIV", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of adults (ages 15-49) newly infected with HIV.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.INCD.14", "name": "Children (ages 0-14) newly infected with HIV", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of children (ages 0-14) newly infected with HIV.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.INCD.50.P3", "name": "Incidence of HIV, ages 50+ (per 1,000 uninfected population ages 50+)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of new HIV infections among uninfected populations ages 50+ expressed per 1,000 uninfected population ages 50+ in the year before the period.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.INCD.FE.P3", "name": "Incidence of HIV, ages 15-49, female (per 1,000 uninfected female population ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of new HIV infections among uninfected female populations ages 15-49 expressed per 1,000 uninfected female population ages 15-49 in the year before the period.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "17", "value": "Gender"}, {"id": "17", "value": "Gender"}]}
{"id": "SH.HIV.INCD.MA.P3", "name": "Incidence of HIV, ages 15-49, male (per 1,000 uninfected male population ages 15-49)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of new HIV infections among uninfected male populations ages 15-49 expressed per 1,000 uninfected male population ages 15-49 in the year before the period.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "17", "value": "Gender"}, {"id": "17", "value": "Gender"}]}
{"id": "SH.HIV.INCD.TL", "name": "Adults (ages 15+) and children (ages 0-14) newly infected with HIV", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of adults (ages 15+) and children (ages 0-14) newly infected with HIV.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.INCD.TL.P3", "name": "Incidence of HIV, all (per 1,000 uninfected population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of new HIV infections among uninfected populations expressed per 1,000 uninfected population in the year before the period.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.INCD.YG", "name": "Young people (ages 15-24) newly infected with HIV", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of young people (ages 15-24) newly infected with HIV.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.INCD.YG.FE.P3", "name": "Incidence of HIV, ages 15-24, female (per 1,000 uninfected female population ages 15-24)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of new HIV infections among uninfected male populations ages 15-24 expressed per 1,000 uninfected male population ages 15-24 in the year before the period.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "17", "value": "Gender"}, {"id": "17", "value": "Gender"}]}
{"id": "SH.HIV.INCD.YG.MA.P3", "name": "Incidence of HIV, ages 15-24, male (per 1,000 uninfected male population ages 15-24)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of new HIV infections among uninfected female populations ages 15-24 expressed per 1,000 uninfected female population ages 15-24 in the year before the period.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "17", "value": "Gender"}, {"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.HIV.INCD.YG.P3", "name": "Incidence of HIV, ages 15-24 (per 1,000 uninfected population ages 15-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of new HIV infections among uninfected populations ages 15-24 expressed per 1,000 uninfected population ages 15-24 in the year before the period.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.INCD.ZS", "name": "Incidence of HIV, ages 15-49 (per 1,000 uninfected population ages 15-49)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Number of new HIV infections among uninfected populations ages 15-49 expressed per 1,000 uninfected population in the year before the period.", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.KNOW.FE.ZS", "name": "Comprehensive correct knowledge of HIV/AIDS, ages 15-49, female (2 prevent ways and reject 3 misconceptions)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Knowledge of HIV, female, is the percentage of female respondents who correctly identify the two major ways of preventing the sexual transmission of HIV (using condoms and limiting sex to one faithful, uninfected partner), who reject the two most common local misconceptions about HIV transmission, and who know that a healthy-looking person can have HIV.", "sourceOrganization": "Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys.  Largely compiled by UNICEF.", "topics": []}
{"id": "SH.HIV.KNOW.MA.ZS", "name": "Comprehensive correct knowledge of HIV/AIDS, ages 15-49, male (2 prevent ways and reject 3 misconceptions)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Knowledge of HIV, male, is the percentage of male respondents who correctly identify the two major ways of preventing the sexual transmission of HIV (using condoms and limiting sex to one faithful, uninfected partner), who reject the two most common local misconceptions about HIV transmission, and who know that a healthy-looking person can have HIV.", "sourceOrganization": "Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys.  Largely compiled by UNICEF.", "topics": []}
{"id": "SH.HIV.NEW.0014.HG.NUM", "name": "New HIV infections (0-14 years), high estimate", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Estimated number of children (0-14 years) newly infected with HIV, high estimate.", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.NEW.0014.LW.NUM", "name": "New HIV infections (0-14 years), low estimate", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Estimated number of children (0-14 years) newly infected with HIV, low estimate.", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.NEW.0014.NUM", "name": "New HIV infections (0-14 years)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Estimated number of children (0-14 years) newly infected with HIV.", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.NEW.TOTL.HG.NUM", "name": "New HIV infections, high estimate", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Estimated number of people newly infected with HIV, high estimate.", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.NEW.TOTL.LW.NUM", "name": "New HIV infections, low estimate", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Estimated number of people newly infected with HIV, low estimate.", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.NEW.TOTL.NUM", "name": "New HIV infections", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Estimated number of people newly infected with HIV.", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.ORP.HG.NUM", "name": "Orphans 0-17 years currently living (high estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "AIDS orphans are the estimated number of children who have lost their mother or both parents to AIDS before age 17 since the epidemic began in 1990. Some of the orphaned children included in this cumulative total are no longer alive; others are no longer under age 17.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.ORP.LW.NUM", "name": "Orphans 0-17 years currently living (low estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "AIDS orphans are the estimated number of children who have lost their mother or both parents to AIDS before age 17 since the epidemic began in 1990. Some of the orphaned children included in this cumulative total are no longer alive; others are no longer under age 17.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.ORP.NUM", "name": "Orphans 0-17 years currently living", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "AIDS orphans are the estimated number of children who have lost their mother or both parents to AIDS before age 17 since the epidemic began in 1990. Some of the orphaned children included in this cumulative total are no longer alive; others are no longer under age 17.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.ORPH", "name": "Children orphaned by HIV/AIDS", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of children orphaned by HIV/AIDS is the estimated number of children who have lost their mother or both parents to AIDS before age 15 since the epidemic began. Some of the orphaned children included in this cumulative total are no longer alive; others are no longer under age 15.", "sourceOrganization": "UNAIDS estimates.", "topics": []}
{"id": "SH.HIV.PMTC.ZS", "name": "Antiretroviral therapy coverage for PMTCT (% of pregnant women living with HIV)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage of pregnant women with HIV who receive antiretroviral medicine for prevention of mother-to-child transmission (PMTCT).", "sourceOrganization": "UNAIDS estimates.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.HIV.PREG.VIRALS.HG.ZS", "name": "HIV positive pregnant women receiving antiretrovirals, using WHO/UNAIDS methodology (%; high estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of HIV-infected pregnant women who received antiretrovirals to reduce the risk of mother-to-child transmission.  Numerator: Number of HIV-infected pregnant women who received antiretrovirals during the last 12 months to reduce mother-to-child transmission.  Denominator: Estimated number of HIV-infected pregnant women in the last 12 months.  Ranges are presented for countries with low and concentrated epidemics.  The purpose of this indicator is to assess progress in preventing vertical transmission of HIV.  All data reflect values representing 12 month period ending December 2007 which have been reconciled between reporting country and UNAIDS/WHO/UNICEF, unless otherwise noted.  All analysis of this indicator, including quoted country figures, reflect numerators which have gone through a tri agency reconciliation (UNAIDS/WHO/UNICEF) process and denominators which have been estimated directly from the UNAIDS/WHO Reference group on Estimates, Modelling and Projections methodology (Spectrum).  The reconciliation process ensured all agencies reported the same country endorsed figure which was the most recent and met the definition of HIV-infected women receiving antiretroviral drugs over the last 12 months, and thus reflect a full year. Every effort was made in cases of discrepancy across the three agencies to obtain approval from the country on a final indicator value.  ", "sourceOrganization": "http://data.unaids.org/pub/GlobalReport/2008/", "topics": []}
{"id": "SH.HIV.PREG.VIRALS.LW.ZS", "name": "HIV positive pregnant women receiving antiretrovirals, using WHO/UNAIDS methodology (%; low estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of HIV-infected pregnant women who received antiretrovirals to reduce the risk of mother-to-child transmission.  Numerator: Number of HIV-infected pregnant women who received antiretrovirals during the last 12 months to reduce mother-to-child transmission.  Denominator: Estimated number of HIV-infected pregnant women in the last 12 months.  Ranges are presented for countries with low and concentrated epidemics.  The purpose of this indicator is to assess progress in preventing vertical transmission of HIV.  All data reflect values representing 12 month period ending December 2007 which have been reconciled between reporting country and UNAIDS/WHO/UNICEF, unless otherwise noted.  All analysis of this indicator, including quoted country figures, reflect numerators which have gone through a tri agency reconciliation (UNAIDS/WHO/UNICEF) process and denominators which have been estimated directly from the UNAIDS/WHO Reference group on Estimates, Modelling and Projections methodology (Spectrum).  The reconciliation process ensured all agencies reported the same country endorsed figure which was the most recent and met the definition of HIV-infected women receiving antiretroviral drugs over the last 12 months, and thus reflect a full year. Every effort was made in cases of discrepancy across the three agencies to obtain approval from the country on a final indicator value.  ", "sourceOrganization": "http://data.unaids.org/pub/GlobalReport/2008/", "topics": []}
{"id": "SH.HIV.PREG.VIRALS.NUM", "name": "Number of HIV positive pregnant women receiving antiretrovirals ", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Number of HIV-infected pregnant women who received antiretrovirals during the last 12 months to reduce mother-to-child transmission.  The purpose of this indicator is to assess progress in preventing vertical transmission of HIV. ", "sourceOrganization": "http://data.unaids.org/pub/GlobalReport/2008/", "topics": []}
{"id": "SH.HIV.PREG.VIRALS.ZS", "name": "HIV positive pregnant women receiving antiretrovirals, using WHO/UNAIDS methodology (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of HIV-infected pregnant women who received antiretrovirals to reduce the risk of mother-to-child transmission.  Numerator: Number of HIV-infected pregnant women who received antiretrovirals during the last 12 months to reduce mother-to-child transmission.  Denominator: Estimated number of HIV-infected pregnant women in the last 12 months.  The purpose of this indicator is to assess progress in preventing vertical transmission of HIV.  All data reflect values representing 12 month period ending December 2007 which have been reconciled between reporting country and UNAIDS/WHO/UNICEF, unless otherwise noted.  All analysis of this indicator, including quoted country figures, reflect numerators which have gone through a tri agency reconciliation (UNAIDS/WHO/UNICEF) process and denominators which have been estimated directly from the UNAIDS/WHO Reference group on Estimates, Modelling and Projections methodology (Spectrum).  The reconciliation process ensured all agencies reported the same country endorsed figure which was the most recent and met the definition of HIV-infected women receiving antiretroviral drugs over the last 12 months, and thus reflect a full year. Every effort was made in cases of discrepancy across the three agencies to obtain approval from the country on a final indicator value.  ", "sourceOrganization": "http://data.unaids.org/pub/GlobalReport/2008/", "topics": []}
{"id": "SH.HIV.TOTL", "name": "Adults (ages 15+) and children (0-14 years) living with HIV", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Adults and children living with HIV refers to the number of people ages 0-49 (adult ages 15-49 and children ages 0-14) who are infected with HIV.", "sourceOrganization": "UNAIDS estimates.", "topics": []}
{"id": "SH.HIV.TOTL.HG.NUM", "name": "People living with HIV/AIDS, total (high estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Estimated total number of people with HIV/AIDS is the number of people living with HIV. Depending on the reliability of the data available, there may be more or less uncertainty surrounding each estimate.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.TOTL.LW.NUM", "name": "People living with HIV/AIDS, total (low estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Estimated total number of people with HIV/AIDS is the number of people living with HIV. Depending on the reliability of the data available, there may be more or less uncertainty surrounding each estimate.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HIV.TOTL.NUM", "name": "People living with HIV/AIDS, total", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Estimated total number of people with HIV/AIDS is the number of people living with HIV. Depending on the reliability of the data available, there may be more or less uncertainty surrounding each estimate.  ", "sourceOrganization": "UNAIDS and the WHO's Report on the Global AIDS Epidemic.", "topics": []}
{"id": "SH.HOSP.TOTL", "name": "Number of hospitals", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "SH.HTN.PREV.FE.ZS", "name": "Prevalence of hypertension, female (% of female adults ages 30-79)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Prevalence of hypertension, female, is the percentage of female adults ages 30-79 with hypertension (defined as having systolic blood pressure =140 mmHg, diastolic blood pressure =90 mmHg, or taking medication for hypertension).\tThe data is age-standardized.", "sourceOrganization": "World Health Organization's Global Health Observatory Data Repository", "topics": []}
{"id": "SH.HTN.PREV.MA.ZS", "name": "Prevalence of hypertension, male (% of male adults ages 30-79)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Prevalence of hypertension, male, is the percentage of male adults ages 30-79 with hypertension (defined as having systolic blood pressure =140 mmHg, diastolic blood pressure =90 mmHg, or taking medication for hypertension).\tThe data is age-standardized.", "sourceOrganization": "World Health Organization's Global Health Observatory Data Repository", "topics": []}
{"id": "SH.HTN.PREV.ZS", "name": "Prevalence of hypertension (% of adults ages 30-79)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Prevalence of hypertension is the percentage of adults ages 30-79 with hypertension (defined as having systolic blood pressure =140 mmHg, diastolic blood pressure =90 mmHg, or taking medication for hypertension).\tThe data is age-standardized.", "sourceOrganization": "World Health Organization's Global Health Observatory Data Repository", "topics": []}
{"id": "SH.HTN.TRET.FE.ZS", "name": "Treatment for hypertension, female (% of female adults ages 30-79 with hypertension)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Treatment for hypertension is the percentage of adults ages 30-79 with hypertension who were taking medicine for hypertension.  Hypertension is defined as having systolic blood pressure =140 mmHg, diastolic blood pressure =90 mmHg, or taking medication for hypertension.", "sourceOrganization": "World Health Organization's Global Health Observatory Data Repository", "topics": []}
{"id": "SH.HTN.TRET.MA.ZS", "name": "Treatment for hypertension, male (% of male adults ages 30-79 with hypertension)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Treatment for hypertension, male, is the percentage of adults ages 30-79 with hypertension who were taking medicine for hypertension.  Hypertension is defined as having systolic blood pressure =140 mmHg, diastolic blood pressure =90 mmHg, or taking medication for hypertension.", "sourceOrganization": "World Health Organization's Global Health Observatory Data Repository", "topics": []}
{"id": "SH.HTN.TRET.ZS", "name": "Treatment for hypertension (% of adults ages 30-79 with hypertension)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Treatment for hypertension is the percentage of adults ages 30-79 with hypertension who were taking medicine for hypertension.  Hypertension is defined as having systolic blood pressure =140 mmHg, diastolic blood pressure =90 mmHg, or taking medication for hypertension.", "sourceOrganization": "World Health Organization's Global Health Observatory Data Repository", "topics": []}
{"id": "SH.IMM.ALLV.Q1.ZS", "name": "Vaccinations (all vaccinations) (% of children ages 12-23 months): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.ALLV.Q2.ZS", "name": "Vaccinations (all vaccinations) (% of children ages 12-23 months): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.ALLV.Q3.ZS", "name": "Vaccinations (all vaccinations) (% of children ages 12-23 months): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.ALLV.Q4.ZS", "name": "Vaccinations (all vaccinations) (% of children ages 12-23 months): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.ALLV.Q5.ZS", "name": "Vaccinations (all vaccinations) (% of children ages 12-23 months): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.CHLD.ZS", "name": "Immunization Coverage for Children under 5 years old (in % of children population under 5 years old)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Immunization is the process whereby weakened bacteria is injected or taken orally for the purpose of developing an immunity towards a particular disease.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "SH.IMM.HEPB", "name": "Immunization, HepB3 (% of one-year-old children)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Child immunization rate, hepatitis B is the percentage of children ages 12-23 months who received hepatitis B vaccinations before 12 months or at any time before the survey. A child is considered adequately immunized after three doses.", "sourceOrganization": "WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.HIB3", "name": "Immunization, Hib3 (% of children ages 12-23 months)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Child immunization, Hib3, measures the percentage of children ages 12-23 months who received Hib3 vaccinations before 12 months or at any time before the survey. A child is considered adequately immunized against Hib3 after receiving three doses of Haemophilus influenzae type b vaccine.", "sourceOrganization": "WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).", "topics": []}
{"id": "SH.IMM.IBCG", "name": "Immunization, BCG (% of one-year-old children)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Child immunization rate, BCG is the percentage of children ages 12-23 months who received vaccinations before 12 months or at any time before the survey for BCG. A child is considered adequately immunized after one dose.", "sourceOrganization": "WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).", "topics": []}
{"id": "SH.IMM.IBCG.Q1.ZS", "name": "Vaccinations (BCG) (% of children ages 12-23 months): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.IBCG.Q2.ZS", "name": "Vaccinations (BCG) (% of children ages 12-23 months): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.IBCG.Q3.ZS", "name": "Vaccinations (BCG) (% of children ages 12-23 months): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.IBCG.Q4.ZS", "name": "Vaccinations (BCG) (% of children ages 12-23 months): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.IBCG.Q5.ZS", "name": "Vaccinations (BCG) (% of children ages 12-23 months): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.IDPT", "name": "Immunization, DPT (% of children ages 12-23 months)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Child immunization, DPT, measures the percentage of children ages 12-23 months who received DPT vaccinations before 12 months or at any time before the survey. A child is considered adequately immunized against diphtheria, pertussis (or whooping cough), and tetanus (DPT) after receiving three doses of vaccine.", "sourceOrganization": "WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.IDPT.Q1.ZS", "name": "Vaccinations (DPT 3) (% of children ages 12-23 months): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.IDPT.Q2.ZS", "name": "Vaccinations (DPT 3) (% of children ages 12-23 months): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.IDPT.Q3.ZS", "name": "Vaccinations (DPT 3) (% of children ages 12-23 months): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.IDPT.Q4.ZS", "name": "Vaccinations (DPT 3) (% of children ages 12-23 months): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.IDPT.Q5.ZS", "name": "Vaccinations (DPT 3) (% of children ages 12-23 months): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.MEA2", "name": "Immunization, measles second dose (% of children by the nationally recommended age)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Child immunization, measles second dose, measures the percentage of children who received two dose of measles containing vaccine according to nationally recommended schedule through routine immunization services in a given year.", "sourceOrganization": "WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.MEAS", "name": "Immunization, measles (% of children ages 12-23 months)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Child immunization, measles, measures the percentage of children ages 12-23 months who received the measles vaccination before 12 months or at any time before the survey. A child is considered adequately immunized against measles after receiving one dose of vaccine.", "sourceOrganization": "WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.MEAS.Q1.ZS", "name": "Vaccinations (Measles) (% of children ages 12-23 months): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.MEAS.Q2.ZS", "name": "Vaccinations (Measles) (% of children ages 12-23 months): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.MEAS.Q3.ZS", "name": "Vaccinations (Measles) (% of children ages 12-23 months): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.MEAS.Q4.ZS", "name": "Vaccinations (Measles) (% of children ages 12-23 months): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.MEAS.Q5.ZS", "name": "Vaccinations (Measles) (% of children ages 12-23 months): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.NONE.Q1.ZS", "name": "Vaccinations (no vaccinations) (% of children ages 12-23 months): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.NONE.Q2.ZS", "name": "Vaccinations (no vaccinations) (% of children ages 12-23 months): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.NONE.Q3.ZS", "name": "Vaccinations (no vaccinations) (% of children ages 12-23 months): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.NONE.Q4.ZS", "name": "Vaccinations (no vaccinations) (% of children ages 12-23 months): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.NONE.Q5.ZS", "name": "Vaccinations (no vaccinations) (% of children ages 12-23 months): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.IMM.POL3", "name": "Immunization, Pol3 (% of one-year-old children)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Child immunization rate, polio, is the percentage of children ages 12-23 months who received polio vaccinations before 12 months or at any time before the survey. A child is considered adequately immunized after three doses.", "sourceOrganization": "WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).", "topics": []}
{"id": "SH.MED.BEDS.ZS", "name": "Hospital beds (per 1,000 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Hospital beds include inpatient beds available in public, private, general, and specialized hospitals and rehabilitation centers. In most cases beds for both acute and chronic care are included.", "sourceOrganization": "Data are from the World Health Organization, supplemented by country data.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MED.CMHW.P3", "name": "Community health workers (per 1,000 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Community health workers include various types of community health aides, many with country-specific occupational titles such as community health officers, community health-education workers, family health workers, lady health visitors and health extension package workers.", "sourceOrganization": "World Health Organization's Global Health Workforce Statistics, OECD, supplemented by country data.", "topics": [{"id": "8", "value": "Health "}, {"id": "19", "value": "Climate Change"}]}
{"id": "SH.MED.MWIV.TOTL", "name": "Number of Midwives", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "SH.MED.NUMW.P3", "name": "Nurses and midwives (per 1,000 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Nurses and midwives include professional nurses, professional midwives, auxiliary nurses, auxiliary midwives, enrolled nurses, enrolled midwives and other associated personnel, such as dental nurses and primary care nurses.", "sourceOrganization": "World Health Organization's Global Health Workforce Statistics, OECD, supplemented by country data.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MED.NURS.ZS", "name": "Population per nurse", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.MED.PHYS.ZS", "name": "Physicians (per 1,000 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Physicians include generalist and specialist medical practitioners.", "sourceOrganization": "World Health Organization's Global Health Workforce Statistics, OECD, supplemented by country data.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MED.SAOP.P5", "name": "Specialist surgical workforce (per 100,000 population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Specialist surgical workforce is the number of specialist surgical, anaesthetic, and obstetric (SAO) providers who are working in each country per 100,000 population.", "sourceOrganization": "Data collected by the Lancet Commission on Global Surgery (www.lancetglobalsurgery.org); Data collected by WHO Collaborating Centre for Surgery and Public Health at Lund University from various sources including Ministries of Health or equivalent national regulatory bodies, national official entities such as medical councils, Eurostat, OECD, WHO Euro Health For All Database, WHO EURO Technical resources for health Database; BMJ Glob Health.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.CSES.TOTL", "name": "Reported clinical malaria cases (total)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Number of clinical malaria cases reported are the sum of cases confirmed by slide examination or RDT and probable and unconfirmed cases (cases that were not tested but treated as malaria). NMCPs often collect data on the number of suspected cases, those t", "sourceOrganization": "World Health Organization Global Malaria Programme (http://www.who.int/malaria/world_malaria_report_2009/all_mal2009_annexes.pdf)", "topics": []}
{"id": "SH.MLR.DTHS.CHLD.ZS", "name": "Deaths among children under five years of age due to malaria (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "\"Malaria mortality is the percentage of deaths due to malaria among children under five years.  Malaria was the underlying cause of death, that is, the disease which initiated the train of morbid events leading directly to death. This is the distribution of main causes of death among children aged < 5 years, expressed as percentage of total deaths.\r \"", "sourceOrganization": "World Health Organisation.", "topics": []}
{"id": "SH.MLR.DTHS.TOTL", "name": "Reported malaria deaths (total)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Reported malaria deaths include all deaths in health facilities that are attributed to malaria, whether or not confirmed by microscopy or by RDT.   Deaths reported before 2000 can be probable and confirmed or only confirmed deaths depending on the country", "sourceOrganization": "World Health Organization Global Malaria Programme (http://www.who.int/malaria/world_malaria_report_2009/all_mal2009_annexes.pdf)", "topics": []}
{"id": "SH.MLR.INCD", "name": "Notified cases of malaria (per 100,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Malaria incidence is expressed as the number of new cases of malaria per 100,000 people each year. The number of cases reported is adjusted to take into account incompleteness in reporting systems, patients seeking treatment in the private sector, self-medicating or not seeking treatment at all, and potential over-diagnosis through the lack of laboratory confirmation of cases.", "sourceOrganization": "World Health Organization.", "topics": [{"id": "8", "value": "Health "}, {"id": "19", "value": "Climate Change"}]}
{"id": "SH.MLR.INCD.P3", "name": "Incidence of malaria (per 1,000 population at risk)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Incidence of malaria is the number of new cases of malaria in a year per 1,000 population at risk.", "sourceOrganization": "World Health Organization, World malaria report and Global Health Observatory Data Repository/World Health Statistics (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.IPTP.ZS", "name": "Intermittent preventive treatment (IPT) of malaria in pregnancy (% of pregnant women)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Percentage of women aged 15 - 49 with a live birth in the recent years preceding the survey who received 3+ doses of sulfadoxine-pyrimethamine (SP/Fansidar), at least one during an antenatal care visit. Intermittent Preventive Treatment (IPT) is preventive treatment with SP/Fansidar during an antenatal care (ANC) visit treatment with a dose of sulfadoxine-pyrimethamine (SP/Fansidar) to pregnant women at each scheduled antenatal visit after the first trimester, but not more frequently than once a month.", "sourceOrganization": "UNICEF Global Databases [data.unicef.org], Multiple Indicator Cluster Surveys, Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.ITN.1HH.ZS", "name": "Households with one or more insect-treated mosquito net (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of households owning at least one insecticide-treated bednet (ITN).  ", "sourceOrganization": "DHS, MICS, MIS or MoH surveys.", "topics": []}
{"id": "SH.MLR.NETA.Q1.ZS", "name": "Mosquito net use by children (any mosquito net) (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETA.Q2.ZS", "name": "Mosquito net use by children (any mosquito net) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETA.Q3.ZS", "name": "Mosquito net use by children (any mosquito net) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETA.Q4.ZS", "name": "Mosquito net use by children (any mosquito net) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETA.Q5.ZS", "name": "Mosquito net use by children (any mosquito net) (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETH.Q1.ZS", "name": "Household posession of mosquito nets (any type of mosquito net) (% of households): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETH.Q2.ZS", "name": "Household posession of mosquito nets (any type of mosquito net) (% of households): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETH.Q3.ZS", "name": "Household posession of mosquito nets (any type of mosquito net) (% of households): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETH.Q4.ZS", "name": "Household posession of mosquito nets (any type of mosquito net) (% of households): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETH.Q5.ZS", "name": "Household posession of mosquito nets (any type of mosquito net) (% of households): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETP.Q1.ZS", "name": "Mosquito net use by pregnant women (any mosquito net) (% of pregnant women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETP.Q2.ZS", "name": "Mosquito net use by pregnant women (any mosquito net) (% of pregnant women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETP.Q3.ZS", "name": "Mosquito net use by pregnant women (any mosquito net) (% of pregnant women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETP.Q4.ZS", "name": "Mosquito net use by pregnant women (any mosquito net) (% of pregnant women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETP.Q5.ZS", "name": "Mosquito net use by pregnant women (any mosquito net) (% of pregnant women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETS.Q1.ZS", "name": "Malaria prevention, use of bed nets (% of under-5 children in the poorest quintile)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Use of bed nets by children in the poorest quintile refers to the percentage of children under age five in the poorest quintile who slept under an any type of mosquito bednet to prevent malaria.\n", "sourceOrganization": "Demographic and Health Surveys by Macro International.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "SH.MLR.NETS.Q2.ZS", "name": "Mosquito net use by children (insecticide-treated net) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETS.Q3.ZS", "name": "Mosquito net use by children (insecticide-treated net) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETS.Q4.ZS", "name": "Mosquito net use by children (insecticide-treated net) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NETS.Q5.ZS", "name": "Malaria prevention, use of bed nets (% of under-5 children in the richest quintile)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Use of bed nets by children in the richest quintile refers to the percentage of children under age five in the richest quintile who slept under an any type of mosquito bednet to prevent malaria.\n", "sourceOrganization": "Demographic and Health Surveys by Macro International.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "SH.MLR.NETS.ZS", "name": "Use of insecticide-treated bed nets (% of under-5 population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Use of insecticide-treated bed nets refers to the percentage of children under age five who slept under an insecticide-treated bednet to prevent malaria.", "sourceOrganization": "UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NTHI.Q1.ZS", "name": "Household posession of mosquito nets (insecticide-treated net) (% of households): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NTHI.Q2.ZS", "name": "Household posession of mosquito nets (insecticide-treated net) (% of households): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NTHI.Q3.ZS", "name": "Household posession of mosquito nets (insecticide-treated net) (% of households): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NTHI.Q4.ZS", "name": "Household posession of mosquito nets (insecticide-treated net) (% of households): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NTHI.Q5.ZS", "name": "Household posession of mosquito nets (insecticide-treated net) (% of households): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NTPI.Q1.ZS", "name": "Mosquito net use by pregnant women (insecticide-treated net) (% of pregnant women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NTPI.Q2.ZS", "name": "Mosquito net use by pregnant women (insecticide-treated net) (% of pregnant women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NTPI.Q3.ZS", "name": "Mosquito net use by pregnant women (insecticide-treated net) (% of pregnant women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NTPI.Q4.ZS", "name": "Mosquito net use by pregnant women (insecticide-treated net) (% of pregnant women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.NTPI.Q5.ZS", "name": "Mosquito net use by pregnant women (insecticide-treated net) (% of pregnant women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.PREG.2IPT.ZS", "name": "Pregnant women who took at least 2 doses of intermittent preventative treatment (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Percentage of pregnant women reporting to have received IPT (intermittent preventive treatment; 2 or more doses).  ", "sourceOrganization": "DHS, MICS, MIS or MoH surveys.", "topics": []}
{"id": "SH.MLR.SPFN.Q1.ZS", "name": "Anti-malarial drug use by pregnant women (SP/Fansidar two or more doses) (% of women with a birth): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.SPFN.Q2.ZS", "name": "Anti-malarial drug use by pregnant women (SP/Fansidar two or more doses) (% of women with a birth): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.SPFN.Q3.ZS", "name": "Anti-malarial drug use by pregnant women (SP/Fansidar two or more doses) (% of women with a birth): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.SPFN.Q4.ZS", "name": "Anti-malarial drug use by pregnant women (SP/Fansidar two or more doses) (% of women with a birth): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.SPFN.Q5.ZS", "name": "Anti-malarial drug use by pregnant women (SP/Fansidar two or more doses) (% of women with a birth): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.TRET.Q1.ZS", "name": "Treatment of fever (% of children under 5 with fever): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of fever: Percentage of children under age five years with fever in the two weeks preceding the survey who took antimalarial drugs.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.TRET.Q2.ZS", "name": "Treatment of fever (% of children under 5 with fever): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of fever: Percentage of children under age five years with fever in the two weeks preceding the survey who took antimalarial drugs.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.TRET.Q3.ZS", "name": "Treatment of fever (% of children under 5 with fever): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of fever: Percentage of children under age five years with fever in the two weeks preceding the survey who took antimalarial drugs.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.TRET.Q4.ZS", "name": "Treatment of fever (% of children under 5 with fever): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of fever: Percentage of children under age five years with fever in the two weeks preceding the survey who took antimalarial drugs.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.TRET.Q5.ZS", "name": "Treatment of fever (% of children under 5 with fever): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of fever: Percentage of children under age five years with fever in the two weeks preceding the survey who took antimalarial drugs.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MLR.TRET.ZS", "name": "Children with fever receiving antimalarial drugs (% of children under age 5 with fever)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Malaria treatment refers to the percentage of children under age five who were ill with fever in the last two weeks and received any appropriate (locally defined) anti-malarial drugs.", "sourceOrganization": "UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MMR.DTHS", "name": "Number of maternal deaths", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "A maternal death refers to the death of a woman while pregnant or within 42 days of termination of pregnancy, irrespective of the duration and site of the pregnancy, from any cause related to or aggravated by the pregnancy or its management but not from accidental or incidental causes.", "sourceOrganization": "WHO, UNICEF, UNFPA, World Bank Group, and UNDESA/Population Division. Trends in Maternal Mortality 2000 to 2020. Geneva, World Health Organization, 2023", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.MMR.LEVE", "name": "Length of paid maternity leave (calendar days)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator refers to leave available only to the mother for the birth of a child to be taken just before, during and immediately after childbirth.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}, {"id": "17", "value": "Gender"}]}
{"id": "SH.MMR.LEVE.AL", "name": "Paid leave of at least 14 weeks available to mothers (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures  whether women are legally entitled to at least 14 weeks (98 calendar days) of paid leave for the birth of a child through maternity leave, parental leave or a combination of both.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.MMR.LEVE.GT", "name": "The government administers 100 percent of maternity leave benefits (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether leave benefits are fully administered by a government entity, including compulsory social insurance schemes (such as social security), public funds, government-mandated private insurance or employer reimbursement of any maternity leave benefits paid directly to an employee.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.MMR.RISK", "name": "Lifetime risk of maternal death (1 in: rate varies by country)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Life time risk of maternal death is the probability that a 15-year-old female will die eventually from a maternal cause assuming that current levels of fertility and mortality (including maternal mortality) do not change in the future, taking into account competing causes of death.", "sourceOrganization": "WHO, UNICEF, UNFPA, World Bank Group, and UNDESA/Population Division. Trends in Maternal Mortality 2000 to 2020. Geneva, World Health Organization, 2023", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.MMR.RISK.ZS", "name": "Lifetime risk of maternal death (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Life time risk of maternal death is the probability that a 15-year-old female will die eventually from a maternal cause assuming that current levels of fertility and mortality (including maternal mortality) do not change in the future, taking into account competing causes of death.", "sourceOrganization": "WHO, UNICEF, UNFPA, World Bank Group, and UNDESA/Population Division. Trends in Maternal Mortality 2000 to 2020. Geneva, World Health Organization, 2023", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.MMR.WAGE.ZS", "name": "Maternal leave benefits (% of wages paid in covered period)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Maternity leave benefits refers to the total percentage of wages covered by all sources during paid maternity leave.", "sourceOrganization": "World Bank, Women, Business and the Law.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.MORB.ZS", "name": "Morbidity Rate (in %)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)", "topics": []}
{"id": "SH.PAR.LEVE", "name": "Length of paid shared parental leave (calendar days)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator refers to parental leave that can be shared amongst the parents as they choose. Parental leave refers to leave available equally to parents\u2014regardless of gender\u2014for the purpose of childcare immediately following maternity and paternity leave OR instead of maternity and paternity leave.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.PAR.LEVE.AL", "name": "There is paid parental leave (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether both parents are legally entitled to some form of full-time paid parental leave either shared between mother and father or as an individual entitlement that each can take regardless of the other.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.PAR.LEVE.FE", "name": "Length of paid parental leave for mother (calendar days)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator refers to days of parental leave reserved specifically for mothers\u2014through \u201cuse-it-or-lose-it\u201d policies or mothers\u2019 quotas; or days of parental leave that employees are individually entitled to.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.PAR.LEVE.MA", "name": "Length of paid parental leave for father (calendar days)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator refers to days of parental leave reserved specifically for fathers\u2014that is, through \u201cuse-it-or-lose-it\u201d policies or fathers\u2019 quotas; or days of parental leave that employees are individually entitled to.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.POLINDES.TOTL", "name": "Number of Polindes (Poliklinik Desa/Village Polyclinic)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "SH.PRG.ANEM", "name": "Prevalence of anemia among pregnant women (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of anemia, pregnant women, is the percentage of pregnant women whose hemoglobin level is less than 110 grams per liter at sea level.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository/World Health Statistics.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.PRG.SYPH.ZS", "name": "Prevalence of syphilis (% of women attending antenatal care)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Percentage of women attending antenatal care seropositive for syphilis", "sourceOrganization": "World Health Organization's Global Health Observatory Data Repository", "topics": []}
{"id": "SH.PRV.SMOK", "name": "Prevalence of current tobacco use (% of adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the population ages 15 years and over who currently use any tobacco product (smoked and/or smokeless tobacco) on a daily or non-daily basis. Tobacco products include cigarettes, pipes, cigars, cigarillos, waterpipes (hookah, shisha), bidis, kretek, heated tobacco products, and all forms of smokeless (oral and nasal) tobacco. Tobacco products exclude e-cigarettes (which do not contain tobacco), \u201ce-cigars\u201d, \u201ce-hookahs\u201d, JUUL and \u201ce-pipes\u201d. The rates are age-standardized to the WHO Standard Population.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.PRV.SMOK.FE", "name": "Prevalence of current tobacco use, females (% of female adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the female population ages 15 years and over who currently use any tobacco product (smoked and/or smokeless tobacco) on a daily or non-daily basis. Tobacco products include cigarettes, pipes, cigars, cigarillos, waterpipes (hookah, shisha), bidis, kretek, heated tobacco products, and all forms of smokeless (oral and nasal) tobacco. Tobacco products exclude e-cigarettes (which do not contain tobacco), \u201ce-cigars\u201d, \u201ce-hookahs\u201d, JUUL and \u201ce-pipes\u201d. The rates are age-standardized to the WHO Standard Population.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.PRV.SMOK.FE.Q1.ZS", "name": "Smoking (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Smoking: Percentage of all women who smoke cigarettes, pipe or other tobacco.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.PRV.SMOK.FE.Q2.ZS", "name": "Smoking (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Smoking: Percentage of all women who smoke cigarettes, pipe or other tobacco.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.PRV.SMOK.FE.Q3.ZS", "name": "Smoking (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Smoking: Percentage of all women who smoke cigarettes, pipe or other tobacco.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.PRV.SMOK.FE.Q4.ZS", "name": "Smoking (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Smoking: Percentage of all women who smoke cigarettes, pipe or other tobacco.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.PRV.SMOK.FE.Q5.ZS", "name": "Smoking (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Smoking: Percentage of all women who smoke cigarettes, pipe or other tobacco.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.PRV.SMOK.MA", "name": "Prevalence of current tobacco use, males (% of male adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the male population ages 15 years and over who currently use any tobacco product (smoked and/or smokeless tobacco) on a daily or non-daily basis. Tobacco products include cigarettes, pipes, cigars, cigarillos, waterpipes (hookah, shisha), bidis, kretek, heated tobacco products, and all forms of smokeless (oral and nasal) tobacco. Tobacco products exclude e-cigarettes (which do not contain tobacco), \u201ce-cigars\u201d, \u201ce-hookahs\u201d, JUUL and \u201ce-pipes\u201d. The rates are age-standardized to the WHO Standard Population.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.PTR.LEVE", "name": "Length of paid paternity leave (calendar days)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator refers to leave available only to the father for the birth of a child.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.PTR.LEVE.AL", "name": "Paid leave is available to fathers (1=yes; 0=no)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "The indicator measures whether fathers are legally entitled to at least one day of paid leave for the birth of a child, or if the law reserves a portion of paid parental leave specifically for fathers\u2014that is, through \u201cuse-it-or-lose-it\u201d policies or fathers\u2019 quotas; or if fathers are individually entitled to paid parental leave.", "sourceOrganization": "World Bank: Women, Business and the Law. https://wbl.worldbank.org/", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.PUSKESMAS.TOTL", "name": "Number of Puskesmas and its line services", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)", "topics": []}
{"id": "SH.SGR.CRSK.ZS", "name": "Risk of catastrophic expenditure for surgical care (% of people at risk)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The proportion of population at risk of catastrophic expenditure when surgical care is required. Catastrophic expenditure is defined as direct out of pocket payments for surgical and anaesthesia care exceeding 10% of total income.", "sourceOrganization": "The Program in Global Surgery and Social Change (PGSSC) at Harvard Medical School (https://www.pgssc.org/)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.SGR.IRSK.ZS", "name": "Risk of impoverishing expenditure for surgical care (% of people at risk)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The proportion of population at risk of impoverishing expenditure when surgical care is required. Impoverishing expenditure is defined as direct out of pocket payments for surgical and anaesthesia care which drive people below a poverty threshold (using a threshold of $2.15 PPP/day).", "sourceOrganization": "The Program in Global Surgery and Social Change (PGSSC) at Harvard Medical School (https://www.pgssc.org/)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.SGR.PROC.P5", "name": "Number of surgical procedures (per 100,000 population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The number of procedures undertaken in an operating theatre per 100,000 population per year in each country. A procedure is defined as the incision, excision, or manipulation of tissue that needs regional or general anaesthesia, or profound sedation to control pain.", "sourceOrganization": "Data from various sources compiled by the Lancet Commission on Global Surgery (www.lancetglobalsurgery.org) and the Center for Health Equity in Surgery and Anesthesia at UCSF Medical Center.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ACCH.ZS", "name": "Health care (% of population with access)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ACSN", "name": "Improved sanitation facilities (% of population with access)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Access to improved sanitation facilities refers to the percentage of the population using improved sanitation facilities. Improved sanitation facilities are likely to ensure hygienic separation of human excreta from human contact. They include flush/pour flush (to piped sewer system, septic tank, pit latrine), ventilated improved pit (VIP) latrine, pit latrine with slab, and composting toilet.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).", "topics": [{"id": "8", "value": "Health "}, {"id": "2", "value": "Aid Effectiveness "}, {"id": "19", "value": "Climate Change"}]}
{"id": "SH.STA.ACSN.RU", "name": "Improved sanitation facilities, rural (% of rural population with access)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Access to improved sanitation facilities, rural, refers to the percentage of the rural population using improved sanitation facilities. Improved sanitation facilities are likely to ensure hygienic separation of human excreta from human contact. They include flush/pour flush (to piped sewer system, septic tank, pit latrine), ventilated improved pit (VIP) latrine, pit latrine with slab, and composting toilet.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "8", "value": "Health "}]}
{"id": "SH.STA.ACSN.UR", "name": "Improved sanitation facilities, urban (% of urban population with access)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Access to improved sanitation facilities, urban, refers to the percentage of the urban population using improved sanitation facilities. Improved sanitation facilities are likely to ensure hygienic separation of human excreta from human contact. They include flush/pour flush (to piped sewer system, septic tank, pit latrine), ventilated improved pit (VIP) latrine, pit latrine with slab, and composting toilet.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).", "topics": [{"id": "8", "value": "Health "}, {"id": "16", "value": "Urban Development "}]}
{"id": "SH.STA.AIRP.FE.P5", "name": "Mortality rate attributed to household and ambient air pollution, age-standardized, female (per 100,000 female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality rate attributed to household and ambient air pollution is the number of deaths attributable to the joint effects of household and ambient air pollution in a year per 100,000 population. The rates are age-standardized.  Following diseases are taken into account: acute respiratory infections (estimated for all ages); cerebrovascular diseases in adults (estimated above 25 years); ischaemic heart diseases in adults (estimated above 25 years); chronic obstructive pulmonary disease in adults (estimated above 25 years); and lung cancer in adults (estimated above 25 years).", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.AIRP.MA.P5", "name": "Mortality rate attributed to household and ambient air pollution, age-standardized, male (per 100,000 male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality rate attributed to household and ambient air pollution is the number of deaths attributable to the joint effects of household and ambient air pollution in a year per 100,000 population. The rates are age-standardized.  Following diseases are taken into account: acute respiratory infections (estimated for all ages); cerebrovascular diseases in adults (estimated above 25 years); ischaemic heart diseases in adults (estimated above 25 years); chronic obstructive pulmonary disease in adults (estimated above 25 years); and lung cancer in adults (estimated above 25 years).", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.AIRP.P5", "name": "Mortality rate attributed to household and ambient air pollution, age-standardized (per 100,000 population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality rate attributed to household and ambient air pollution is the number of deaths attributable to the joint effects of household and ambient air pollution in a year per 100,000 population. The rates are age-standardized.  Following diseases are taken into account: acute respiratory infections (estimated for all ages); cerebrovascular diseases in adults (estimated above 25 years); ischaemic heart diseases in adults (estimated above 25 years); chronic obstructive pulmonary disease in adults (estimated above 25 years); and lung cancer in adults (estimated above 25 years).", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.ANCP.Q1.ZS", "name": "Components of antenatal care (received iron tablets or syrup) (% of women with a birth): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Components of antenatal care: Percentage of women with a live birth in the three years preceding the survey who received iron tablets or syrup during pregnancy before the most recent birth.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANCP.Q2.ZS", "name": "Components of antenatal care (received iron tablets or syrup) (% of women with a birth): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Components of antenatal care: Percentage of women with a live birth in the three years preceding the survey who received iron tablets or syrup during pregnancy before the most recent birth.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANCP.Q3.ZS", "name": "Components of antenatal care (received iron tablets or syrup) (% of women with a birth): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Components of antenatal care: Percentage of women with a live birth in the three years preceding the survey who received iron tablets or syrup during pregnancy before the most recent birth.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANCP.Q4.ZS", "name": "Components of antenatal care (received iron tablets or syrup) (% of women with a birth): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Components of antenatal care: Percentage of women with a live birth in the three years preceding the survey who received iron tablets or syrup during pregnancy before the most recent birth.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANCP.Q5.ZS", "name": "Components of antenatal care (received iron tablets or syrup) (% of women with a birth): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Components of antenatal care: Percentage of women with a live birth in the three years preceding the survey who received iron tablets or syrup during pregnancy before the most recent birth.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANV4.ZS", "name": "Pregnant women receiving prenatal care of at least four visits (% of pregnant women)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Pregnant women receiving prenatal care, at least four times, are the percentage of women attended at least four times during pregnancy by skilled health personnel for reasons related to pregnancy.", "sourceOrganization": "UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.", "topics": []}
{"id": "SH.STA.ANVC.Q1.ZS", "name": "Antenatal care (any skilled personnel) (% of women with a birth): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANVC.Q2.ZS", "name": "Antenatal care (any skilled personnel) (% of women with a birth): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANVC.Q3.ZS", "name": "Antenatal care (any skilled personnel) (% of women with a birth): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANVC.Q4.ZS", "name": "Antenatal care (any skilled personnel) (% of women with a birth): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANVC.Q5.ZS", "name": "Antenatal care (any skilled personnel) (% of women with a birth): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANVC.ZS", "name": "Pregnant women receiving prenatal care (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Pregnant women receiving prenatal care are the percentage of women attended at least once during pregnancy by skilled health personnel for reasons related to pregnancy.", "sourceOrganization": "UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}, {"id": "2", "value": "Aid Effectiveness "}]}
{"id": "SH.STA.ANVP.Q1.ZS", "name": "Antenatal care (doctor) (% of women with a birth): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANVP.Q2.ZS", "name": "Antenatal care (doctor) (% of women with a birth): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANVP.Q3.ZS", "name": "Antenatal care (doctor) (% of women with a birth): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANVP.Q4.ZS", "name": "Antenatal care (doctor) (% of women with a birth): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ANVP.Q5.ZS", "name": "Antenatal care (doctor) (% of women with a birth): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIC.Q1.ZS", "name": "Treatment of acute respiratory infection (ARI) (% of children under 5 taken to a health provider): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of acute respiratory infection (ARI): Percentage of children under age five years with acute respiratory infection (ARI) in the two weeks preceding the survey who were taken to a health facility.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIC.Q2.ZS", "name": "Treatment of acute respiratory infection (ARI) (% of children under 5 taken to a health provider): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of acute respiratory infection (ARI): Percentage of children under age five years with acute respiratory infection (ARI) in the two weeks preceding the survey who were taken to a health facility.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIC.Q3.ZS", "name": "Treatment of acute respiratory infection (ARI) (% of children under 5 taken to a health provider): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of acute respiratory infection (ARI): Percentage of children under age five years with acute respiratory infection (ARI) in the two weeks preceding the survey who were taken to a health facility.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIC.Q4.ZS", "name": "Treatment of acute respiratory infection (ARI) (% of children under 5 taken to a health provider): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of acute respiratory infection (ARI): Percentage of children under age five years with acute respiratory infection (ARI) in the two weeks preceding the survey who were taken to a health facility.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIC.Q5.ZS", "name": "Treatment of acute respiratory infection (ARI) (% of children under 5 taken to a health provider): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of acute respiratory infection (ARI): Percentage of children under age five years with acute respiratory infection (ARI) in the two weeks preceding the survey who were taken to a health facility.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIC.ZS", "name": "ARI treatment (% of children under 5 taken to a health provider)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children with acute respiratory infection (ARI) who are taken to a health provider refers to the percentage of children under age five with ARI in the last two weeks who were taken to an appropriate health provider, including hospital, health center, dispensary, village health worker, clinic, and private physician.", "sourceOrganization": "UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIF.Q1.ZS", "name": "Prevalence of acute respiratory infection (ARI) (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of acute respiratory infection (ARI): Percentage of children under age five years who were ill with a cough accompanied with rapid breathing in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIF.Q2.ZS", "name": "Prevalence of acute respiratory infection (ARI) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of acute respiratory infection (ARI): Percentage of children under age five years who were ill with a cough accompanied with rapid breathing in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIF.Q3.ZS", "name": "Prevalence of acute respiratory infection (ARI) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of acute respiratory infection (ARI): Percentage of children under age five years who were ill with a cough accompanied with rapid breathing in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIF.Q4.ZS", "name": "Prevalence of acute respiratory infection (ARI) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of acute respiratory infection (ARI): Percentage of children under age five years who were ill with a cough accompanied with rapid breathing in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIF.Q5.ZS", "name": "Prevalence of acute respiratory infection (ARI) (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of acute respiratory infection (ARI): Percentage of children under age five years who were ill with a cough accompanied with rapid breathing in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ARIF.ZS", "name": "ARI prevalence (% of children under 5)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Children with acute respiratory infection (ARI) refers to the percentage of children under age five with ARI in the last two weeks.", "sourceOrganization": "UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.", "topics": []}
{"id": "SH.STA.BASS.Q1.ZS", "name": "People using at least basic sanitation services (% of population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.Q2.ZS", "name": "People using at least basic sanitation services (% of population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.Q3.ZS", "name": "People using at least basic sanitation services (% of population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.Q4.ZS", "name": "People using at least basic sanitation services (% of population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.Q5.ZS", "name": "People using at least basic sanitation services (% of population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.RU.Q1.ZS", "name": "People using at least basic sanitation services, rural (% of rural population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.RU.Q2.ZS", "name": "People using at least basic sanitation services, rural (% of rural population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.RU.Q3.ZS", "name": "People using at least basic sanitation services, rural (% of rural population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.RU.Q4.ZS", "name": "People using at least basic sanitation services, rural (% of rural population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.RU.Q5.ZS", "name": "People using at least basic sanitation services, rural (% of rural population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.RU.ZS", "name": "People using at least basic sanitation services, rural (% of rural population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using at least basic sanitation services, that is, improved sanitation facilities that are not shared with other households.  This indicator encompasses both people using basic sanitation services as well as those using safely managed sanitation services.   Improved sanitation facilities include flush/pour flush to piped sewer systems, septic tanks or pit latrines; ventilated improved pit latrines, compositing toilets or pit latrines with slabs.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.BASS.UR.Q1.ZS", "name": "People using at least basic sanitation services, urban\u00a0 (% of urban population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.UR.Q2.ZS", "name": "People using at least basic sanitation services, urban\u00a0 (% of urban population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.UR.Q3.ZS", "name": "People using at least basic sanitation services, urban\u00a0 (% of urban population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.UR.Q4.ZS", "name": "People using at least basic sanitation services, urban\u00a0 (% of urban population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.UR.Q5.ZS", "name": "People using at least basic sanitation services, urban\u00a0 (% of urban population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.BASS.UR.ZS", "name": "People using at least basic sanitation services, urban (% of urban population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using at least basic sanitation services, that is, improved sanitation facilities that are not shared with other households.  This indicator encompasses both people using basic sanitation services as well as those using safely managed sanitation services.   Improved sanitation facilities include flush/pour flush to piped sewer systems, septic tanks or pit latrines; ventilated improved pit latrines, compositing toilets or pit latrines with slabs.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.BASS.ZS", "name": "People using at least basic sanitation services (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using at least basic sanitation services, that is, improved sanitation facilities that are not shared with other households.  This indicator encompasses both people using basic sanitation services as well as those using safely managed sanitation services.   Improved sanitation facilities include flush/pour flush to piped sewer systems, septic tanks or pit latrines; ventilated improved pit latrines, compositing toilets or pit latrines with slabs.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.BFED.Q1.ZS", "name": "Breastfeeding (% of children under 6 months): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Breastfeeding: The percentage of children under age 6 months who were breastfed six or more times in the 24 hours preceding the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BFED.Q2.ZS", "name": "Breastfeeding (% of children under 6 months): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Breastfeeding: The percentage of children under age 6 months who were breastfed six or more times in the 24 hours preceding the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BFED.Q3.ZS", "name": "Breastfeeding (% of children under 6 months): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Breastfeeding: The percentage of children under age 6 months who were breastfed six or more times in the 24 hours preceding the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BFED.Q4.ZS", "name": "Breastfeeding (% of children under 6 months): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Breastfeeding: The percentage of children under age 6 months who were breastfed six or more times in the 24 hours preceding the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BFED.Q5.ZS", "name": "Breastfeeding (% of children under 6 months): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Breastfeeding: The percentage of children under age 6 months who were breastfed six or more times in the 24 hours preceding the interview.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BFED.ZS", "name": "Exclusive breastfeeding (% of children under 6 months)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Exclusive breastfeeding refers to the percentage of children less than six months old who are fed breast milk alone (no other liquids) in the past 24 hours.", "sourceOrganization": "UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTC.Q1.ZS", "name": "Assistance during delivery (any skilled personnel) (% of births): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor.  The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTC.Q2.ZS", "name": "Assistance during delivery (any skilled personnel) (% of births): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor.  The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTC.Q3.ZS", "name": "Assistance during delivery (any skilled personnel) (% of births): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor.  The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTC.Q4.ZS", "name": "Assistance during delivery (any skilled personnel) (% of births): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor.  The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTC.Q5.ZS", "name": "Assistance during delivery (any skilled personnel) (% of births): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor.  The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTC.ZS", "name": "Births attended by skilled health staff (% of total)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Births attended by skilled health staff are the percentage of deliveries attended by personnel trained to give the necessary supervision, care, and advice to women during pregnancy, labor, and the postpartum period; to conduct deliveries on their own; and to care for newborns.", "sourceOrganization": "UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.STA.BRTF.Q1.ZS", "name": "Place of delivery (births at health facility) (% of births): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Place of delivery (Births at health facility): Percentage of live births in the three years preceding the survey which took place at health facility.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTF.Q2.ZS", "name": "Place of delivery (births at health facility) (% of births): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Place of delivery (Births at health facility): Percentage of live births in the three years preceding the survey which took place at health facility.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTF.Q3.ZS", "name": "Place of delivery (births at health facility) (% of births): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Place of delivery (Births at health facility): Percentage of live births in the three years preceding the survey which took place at health facility.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTF.Q4.ZS", "name": "Place of delivery (births at health facility) (% of births): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Place of delivery (Births at health facility): Percentage of live births in the three years preceding the survey which took place at health facility.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTF.Q5.ZS", "name": "Place of delivery (births at health facility) (% of births): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Place of delivery (Births at health facility): Percentage of live births in the three years preceding the survey which took place at health facility.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTP.Q1.ZS", "name": "Assistance during delivery (doctor) (% of births): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor.  The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTP.Q2.ZS", "name": "Assistance during delivery (doctor) (% of births): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor.  The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTP.Q3.ZS", "name": "Assistance during delivery (doctor) (% of births): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor.  The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTP.Q4.ZS", "name": "Assistance during delivery (doctor) (% of births): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor.  The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTP.Q5.ZS", "name": "Assistance during delivery (doctor) (% of births): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor.  The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.BRTW.ZS", "name": "Low-birthweight babies (% of births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Low-birthweight babies are newborns weighing less than 2,500 grams, with the measurement taken within the first hour of life, before significant postnatal weight loss has occurred.", "sourceOrganization": "UNICEF-WHO Low birthweight estimates [data.unicef.org]", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.DIAB.ZS", "name": "Diabetes prevalence (% of population ages 20 to 79)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Diabetes prevalence refers to the percentage of people ages 20-79 who have type 1 or type 2 diabetes. It is calculated by adjusting to a standard population age-structure.", "sourceOrganization": "International Diabetes Federation, Diabetes Atlas.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.DIRH.Q1.ZS", "name": "Prevalence of diarrhea (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of diarrhea: Percentage of children under age five years who had diarrhea in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.DIRH.Q2.ZS", "name": "Prevalence of diarrhea (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of diarrhea: Percentage of children under age five years who had diarrhea in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.DIRH.Q3.ZS", "name": "Prevalence of diarrhea (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of diarrhea: Percentage of children under age five years who had diarrhea in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.DIRH.Q4.ZS", "name": "Prevalence of diarrhea (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of diarrhea: Percentage of children under age five years who had diarrhea in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.DIRH.Q5.ZS", "name": "Prevalence of diarrhea (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of diarrhea: Percentage of children under age five years who had diarrhea in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.DIRH.ZS", "name": "Diarrhea prevalence (% of children under 5)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Diarrhea prevalence is the percentage of children under age five who had diarrhea in the two weeks prior to the survey.", "sourceOrganization": "United Nations Children's Fund, Demographic and Health Surveys, and Multiple Indicator Cluster Surveys.", "topics": []}
{"id": "SH.STA.FEVR.Q1.ZS", "name": "Prevalence of children with fever (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of children with fever: Percentage of children under age five years with fever in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.FEVR.Q2.ZS", "name": "Prevalence of children with fever (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of children with fever: Percentage of children under age five years with fever in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.FEVR.Q3.ZS", "name": "Prevalence of children with fever (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of children with fever: Percentage of children under age five years with fever in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.FEVR.Q4.ZS", "name": "Prevalence of children with fever (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of children with fever: Percentage of children under age five years with fever in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.FEVR.Q5.ZS", "name": "Prevalence of children with fever (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Prevalence of children with fever: Percentage of children under age five years with fever in the two weeks preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.FGMO.NO.FE.ZS", "name": "Women who believe that female genital mutilation should not be continued (% of women ages 15-49 who have heard about FGM)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who have heard about female genital mutilation and think the practice should end.", "sourceOrganization": "UNICEF DATA (http://www.data.unicef.org/);  Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS), and other surveys.", "topics": []}
{"id": "SH.STA.FGMO.NO.MA.ZS", "name": "Men who believe that female genital mutilation should not be continued (% of men who have heard about FGM)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of men who have heard about female genital mutilation and think the practice should end.", "sourceOrganization": "UNICEF DATA (http://www.data.unicef.org/);  Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS), and other surveys.", "topics": []}
{"id": "SH.STA.FGMO.RE.FE.ZS", "name": "Women who believe religion requires female genital mutilation (% of women ages 15-49 who have heard about FGM)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women ages 15-49 who have heard about female genital mutilation (FGM) and whose opinion is that religion requires FGM.", "sourceOrganization": "UNICEF DATA (http://www.data.unicef.org/);  Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS), and other surveys.", "topics": []}
{"id": "SH.STA.FGMO.RE.MA.ZS", "name": "Men who believe religion requires female genital mutilation  (% of men who have heard about FGM)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of men who have heard about female genital mutilation (FGM) and whose opinion is that religion requires FGM.", "sourceOrganization": "UNICEF DATA (http://www.data.unicef.org/);  Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS), and other surveys.", "topics": []}
{"id": "SH.STA.FGMS.Q1.ZS", "name": "Female genital mutilation prevalence (%): Q1 (lowest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15\u201349 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "UNICEF DATA (http://www.data.unicef.org/);  Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS), and other surveys.", "topics": []}
{"id": "SH.STA.FGMS.Q2.ZS", "name": "Female genital mutilation prevalence (%): Q2", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15\u201349 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "UNICEF DATA (http://www.data.unicef.org/);  Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS), and other surveys.", "topics": []}
{"id": "SH.STA.FGMS.Q3.ZS", "name": "Female genital mutilation prevalence (%): Q3", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15\u201349 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "UNICEF DATA (http://www.data.unicef.org/);  Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS), and other surveys.", "topics": []}
{"id": "SH.STA.FGMS.Q4.ZS", "name": "Female genital mutilation prevalence (%): Q4", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15\u201349 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "UNICEF DATA (http://www.data.unicef.org/);  Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS), and other surveys.", "topics": []}
{"id": "SH.STA.FGMS.Q5.ZS", "name": "Female genital mutilation prevalence (%): Q5 (highest)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Percentage of women aged 15\u201349 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.", "sourceOrganization": "UNICEF DATA (http://www.data.unicef.org/);  Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS), and other surveys.", "topics": []}
{"id": "SH.STA.FGMS.ZS", "name": "Female genital mutilation prevalence (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage of women aged 15\u201349 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons.", "sourceOrganization": "UNICEF DATA (http://www.data.unicef.org/);  Demographic and Health Surveys (DHS); Multiple Indicator Cluster Surveys (MICS), and other surveys.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.HYGN.Q1.ZS", "name": "People with basic handwashing facilities including soap and water (% of population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{}]}
{"id": "SH.STA.HYGN.Q2.ZS", "name": "People with basic handwashing facilities including soap and water (% of population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.Q3.ZS", "name": "People with basic handwashing facilities including soap and water (% of population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.Q4.ZS", "name": "People with basic handwashing facilities including soap and water (% of population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.Q5.ZS", "name": "People with basic handwashing facilities including soap and water (% of population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.RU.Q1.ZS", "name": "People with basic handwashing facilities including soap and water, rural (% of rural population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.RU.Q2.ZS", "name": "People with basic handwashing facilities including soap and water, rural (% of rural population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.RU.Q3.ZS", "name": "People with basic handwashing facilities including soap and water, rural (% of rural population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.RU.Q4.ZS", "name": "People with basic handwashing facilities including soap and water, rural (% of rural population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.RU.Q5.ZS", "name": "People with basic handwashing facilities including soap and water, rural (% of rural population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.RU.ZS", "name": "People with basic handwashing facilities including soap and water, rural (% of rural population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.HYGN.UR.Q1.ZS", "name": "People with basic handwashing facilities including soap and water, urban (% of urban population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.UR.Q2.ZS", "name": "People with basic handwashing facilities including soap and water, urban (% of urban population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.UR.Q3.ZS", "name": "People with basic handwashing facilities including soap and water, urban (% of urban population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.UR.Q4.ZS", "name": "People with basic handwashing facilities including soap and water, urban (% of urban population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.UR.Q5.ZS", "name": "People with basic handwashing facilities including soap and water, urban (% of urban population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.HYGN.UR.ZS", "name": "People with basic handwashing facilities including soap and water, urban (% of urban population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.HYGN.ZS", "name": "People with basic handwashing facilities including soap and water (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people living in households that have a handwashing facility with soap and water available on the premises. Handwashing facilities may be fixed or mobile and include a sink with tap water, buckets with taps, tippy-taps, and jugs or basins designated for handwashing. Soap includes bar soap, liquid soap, powder detergent, and soapy water but does not include ash, soil, sand or other handwashing agents.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.IYCF.ZS", "name": "Infant and young child feeding practices, all 3 IYCF (% children ages 6-23 months)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Percentage of children age 6-23 months fed in accordance with all three infant and young child feeding (IYCF) practices (food diversity, feeding frequency, and consumption of breast milk or milk)", "sourceOrganization": "Demographic and Health Surveys", "topics": []}
{"id": "SH.STA.LBMI.Q1.ZS", "name": "Malnourished women (BMI is less than 18.5) (% of women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished women (BMI is less than 18.5): Percentage of women whose body mass index (BMI) is less than 18.5 for women with births in the three years preceding the survey. The BMI is the ratio of the weight in kilograms to the square of the height in meters (kg/m2). The BMI excludes pregnant women and those who are less than three months postpartum.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.LBMI.Q2.ZS", "name": "Malnourished women (BMI is less than 18.5) (% of women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished women (BMI is less than 18.5): Percentage of women whose body mass index (BMI) is less than 18.5 for women with births in the three years preceding the survey. The BMI is the ratio of the weight in kilograms to the square of the height in meters (kg/m2). The BMI excludes pregnant women and those who are less than three months postpartum.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.LBMI.Q3.ZS", "name": "Malnourished women (BMI is less than 18.5) (% of women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished women (BMI is less than 18.5): Percentage of women whose body mass index (BMI) is less than 18.5 for women with births in the three years preceding the survey. The BMI is the ratio of the weight in kilograms to the square of the height in meters (kg/m2). The BMI excludes pregnant women and those who are less than three months postpartum.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.LBMI.Q4.ZS", "name": "Malnourished women (BMI is less than 18.5) (% of women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished women (BMI is less than 18.5): Percentage of women whose body mass index (BMI) is less than 18.5 for women with births in the three years preceding the survey. The BMI is the ratio of the weight in kilograms to the square of the height in meters (kg/m2). The BMI excludes pregnant women and those who are less than three months postpartum.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.LBMI.Q5.ZS", "name": "Malnourished women (BMI is less than 18.5) (% of women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished women (BMI is less than 18.5): Percentage of women whose body mass index (BMI) is less than 18.5 for women with births in the three years preceding the survey. The BMI is the ratio of the weight in kilograms to the square of the height in meters (kg/m2). The BMI excludes pregnant women and those who are less than three months postpartum.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MALN.FE.ZS", "name": "Prevalence of underweight, weight for age, female (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of underweight, female, is the percentage of girls under age 5 whose weight for age is more than two standard deviations below the median for the international reference population ages 0-59 months. The data are based on the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.STA.MALN.MA.ZS", "name": "Prevalence of underweight, weight for age, male (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of underweight, male, is the percentage of boys under age 5 whose weight for age is more than two standard deviations below the median for the international reference population ages 0-59 months. The data are based on the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.STA.MALN.Q1.ZS", "name": "Malnourished children (underweight, -2SD) (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MALN.Q2.ZS", "name": "Malnourished children (underweight, -2SD) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MALN.Q3.ZS", "name": "Malnourished children (underweight, -2SD) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MALN.Q4.ZS", "name": "Malnourished children (underweight, -2SD) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MALN.Q5.ZS", "name": "Malnourished children (underweight, -2SD) (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MALN.ZS", "name": "Prevalence of underweight, weight for age (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of underweight children is the percentage of children under age 5 whose weight for age is more than two standard deviations below the median for the international reference population ages 0-59 months. The data are based on the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}, {"id": "19", "value": "Climate Change"}]}
{"id": "SH.STA.MALR", "name": "Malaria cases reported", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Reported cases of malaria are the number of confirmed cases of malaria (confirmed by slide examination or RDT).", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository/World Health Statistics (http://apps.who.int/ghodata/). WHO compiles data on reported cases of malaria, submitted by the national malaria control programmes (NMCPs).", "topics": []}
{"id": "SH.STA.MLN3.Q1.ZS", "name": "Malnourished children (underweight, -3SD) (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MLN3.Q2.ZS", "name": "Malnourished children (underweight, -3SD) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MLN3.Q3.ZS", "name": "Malnourished children (underweight, -3SD) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MLN3.Q4.ZS", "name": "Malnourished children (underweight, -3SD) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MLN3.Q5.ZS", "name": "Malnourished children (underweight, -3SD) (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.MMRT", "name": "Maternal mortality ratio (modeled estimate, per 100,000 live births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Maternal mortality ratio is the number of women who die from pregnancy-related causes while pregnant or within 42 days of pregnancy termination per 100,000 live births. The data are estimated with a regression model using information on the proportion of maternal deaths among non-AIDS deaths in women ages 15-49, fertility, birth attendants, and GDP measured using purchasing power parities (PPPs).", "sourceOrganization": "WHO, UNICEF, UNFPA, World Bank Group, and UNDESA/Population Division. Trends in Maternal Mortality 2000 to 2020. Geneva, World Health Organization, 2023", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}, {"id": "2", "value": "Aid Effectiveness "}]}
{"id": "SH.STA.MMRT.NE", "name": "Maternal mortality ratio (national estimate, per 100,000 live births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Maternal mortality ratio is the number of women who die from pregnancy-related causes while pregnant or within 42 days of pregnancy termination per 100,000 live births.", "sourceOrganization": "The country data compiled, adjusted and used in the estimation model by the Maternal Mortality Estimation Inter-Agency Group (MMEIG). The country data were compiled from the following sources:  civil registration and vital statistics; specialized studies on maternal mortality; population based surveys and censuses; other available data sources including data from surveillance sites.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SH.STA.OB18.FE.ZS", "name": "Prevalence of obesity, female (% of female population ages 18+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Prevalence of obesity adult is the percentage of adults ages 18 and over whose Body Mass Index (BMI) is 30 kg/m\u00b2 or higher. Body Mass Index (BMI) is a simple index of weight-for-height, or the weight in kilograms divided by the square of the height in meters.", "sourceOrganization": "World Health Organization (WHO):Global Health Observatory Data Repository", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.STA.OB18.MA.ZS", "name": "Prevalence of obesity, male (% of male population ages 18+)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Prevalence of obesity adult is the percentage of adults ages 18 and over whose Body Mass Index (BMI) is 30 kg/m\u00b2 or higher. Body Mass Index (BMI) is a simple index of weight-for-height, or the weight in kilograms divided by the square of the height in meters.", "sourceOrganization": "World Health Organization (WHO): Global Health Observatory Data Repository", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SH.STA.ODFC.Q1.ZS", "name": "People practicing open defecation (% of population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.ODFC.Q2.ZS", "name": "People practicing open defecation (% of population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.ODFC.Q3.ZS", "name": "People practicing open defecation (% of population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.ODFC.Q4.ZS", "name": "People practicing open defecation (% of population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.ODFC.Q5.ZS", "name": "People practicing open defecation (% of population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": []}
{"id": "SH.STA.ODFC.RU.Q1.ZS", "name": "People practicing open defecation, rural (% of rural population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ODFC.RU.Q2.ZS", "name": "People practicing open defecation, rural (% of rural population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ODFC.RU.Q3.ZS", "name": "People practicing open defecation, rural (% of rural population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ODFC.RU.Q4.ZS", "name": "People practicing open defecation, rural (% of rural population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ODFC.RU.Q5.ZS", "name": "People practicing open defecation, rural (% of rural population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ODFC.RU.ZS", "name": "People practicing open defecation, rural (% of rural population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "People practicing open defecation refers to the percentage of the population defecating in the open, such as in fields, forest, bushes, open bodies of water, on beaches, in other open spaces or disposed of with solid waste.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.ODFC.UR.Q1.ZS", "name": "People practicing open defecation, urban (% of urban population): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ODFC.UR.Q2.ZS", "name": "People practicing open defecation, urban (% of urban population): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ODFC.UR.Q3.ZS", "name": "People practicing open defecation, urban (% of urban population): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ODFC.UR.Q4.ZS", "name": "People practicing open defecation, urban (% of urban population): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ODFC.UR.Q5.ZS", "name": "People practicing open defecation, urban (% of urban population): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.STA.ODFC.UR.ZS", "name": "People practicing open defecation, urban (% of urban population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "People practicing open defecation refers to the percentage of the population defecating in the open, such as in fields, forest, bushes, open bodies of water, on beaches, in other open spaces or disposed of with solid waste.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.ODFC.ZS", "name": "People practicing open defecation (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "People practicing open defecation refers to the percentage of the population defecating in the open, such as in fields, forest, bushes, open bodies of water, on beaches, in other open spaces or disposed of with solid waste.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.ORCF.ZS", "name": "Diarrhea treatment (% of children under 5 receiving oral rehydration and continued feeding)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children with diarrhea who received oral rehydration and continued feeding refer to the percentage of children under age five with diarrhea in the two weeks prior to the survey who received either oral rehydration therapy or increased fluids, with continued feeding.", "sourceOrganization": "UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHF.Q1.ZS", "name": "Treatment of diarrhea (ORS, RHS or increased fluids) (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of diarrhea (ORS, RHS or increased fluids): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received oral rehydration solution (ORS), recommended home solution (RHS) or increased fluids.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHF.Q2.ZS", "name": "Treatment of diarrhea (ORS, RHS or increased fluids) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of diarrhea (ORS, RHS or increased fluids): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received oral rehydration solution (ORS), recommended home solution (RHS) or increased fluids.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHF.Q3.ZS", "name": "Treatment of diarrhea (ORS, RHS or increased fluids) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of diarrhea (ORS, RHS or increased fluids): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received oral rehydration solution (ORS), recommended home solution (RHS) or increased fluids.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHF.Q4.ZS", "name": "Treatment of diarrhea (ORS, RHS or increased fluids) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of diarrhea (ORS, RHS or increased fluids): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received oral rehydration solution (ORS), recommended home solution (RHS) or increased fluids.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHF.Q5.ZS", "name": "Treatment of diarrhea (ORS, RHS or increased fluids) (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of diarrhea (ORS, RHS or increased fluids): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received oral rehydration solution (ORS), recommended home solution (RHS) or increased fluids.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHK.Q1.ZS", "name": "Knowledge of diarrhea care (% of mothers): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of diarrhea care: Percentage of mothers with births in the three years preceding the survey who know about oral rehydration salts (ORS) packets.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHK.Q2.ZS", "name": "Knowledge of diarrhea care (% of mothers): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of diarrhea care: Percentage of mothers with births in the three years preceding the survey who know about oral rehydration salts (ORS) packets.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHK.Q3.ZS", "name": "Knowledge of diarrhea care (% of mothers): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of diarrhea care: Percentage of mothers with births in the three years preceding the survey who know about oral rehydration salts (ORS) packets.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHK.Q4.ZS", "name": "Knowledge of diarrhea care (% of mothers): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of diarrhea care: Percentage of mothers with births in the three years preceding the survey who know about oral rehydration salts (ORS) packets.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHK.Q5.ZS", "name": "Knowledge of diarrhea care (% of mothers): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Knowledge of diarrhea care: Percentage of mothers with births in the three years preceding the survey who know about oral rehydration salts (ORS) packets.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHS.Q1ZS", "name": "Treatment of diarrhea (either ORS or RHS) (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of diarrhea (either ORS or RHS): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received either oral rehydration solution (ORS) or recommended home solution (RHS).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHS.Q2ZS", "name": "Treatment of diarrhea (either ORS or RHS) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of diarrhea (either ORS or RHS): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received either oral rehydration solution (ORS) or recommended home solution (RHS).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHS.Q3ZS", "name": "Treatment of diarrhea (either ORS or RHS) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of diarrhea (either ORS or RHS): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received either oral rehydration solution (ORS) or recommended home solution (RHS).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHS.Q4ZS", "name": "Treatment of diarrhea (either ORS or RHS) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of diarrhea (either ORS or RHS): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received either oral rehydration solution (ORS) or recommended home solution (RHS).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORHS.Q5ZS", "name": "Treatment of diarrhea (either ORS or RHS) (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Treatment of diarrhea (either ORS or RHS): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received either oral rehydration solution (ORS) or recommended home solution (RHS).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.ORTH", "name": "Diarrhea treatment (% of children under 5 who received ORS packet)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage of children under age 5 with diarrhea in the two weeks preceding the survey who received oral rehydration salts (ORS packets or pre-packaged ORS fluids).", "sourceOrganization": "UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.OWAD.FE.ZS", "name": "Prevalence of overweight, female (% of female adults)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Prevalence of overweight female adults is the percentage of females ages 18 and over whose Body Mass Index (BMI) is more than 25 kg/m2. Body Mass Index (BMI) is a simple index of weight-for-height, or the weight in kilograms divided by the square of the height in meters.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": []}
{"id": "SH.STA.OWAD.MA.ZS", "name": "Prevalence of overweight, male (% of male adults)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Prevalence of overweight male adults is the percentage of males ages 18 and over whose Body Mass Index (BMI) is more than 25 kg/m2. Body Mass Index (BMI) is a simple index of weight-for-height, or the weight in kilograms divided by the square of the height in meters.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": []}
{"id": "SH.STA.OWAD.ZS", "name": "Prevalence of overweight (% of adults)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Prevalence of overweight adults is the percentage of adults ages 18 and over whose Body Mass Index (BMI) is more than 25 kg/m2. Body Mass Index (BMI) is a simple index of weight-for-height, or the weight in kilograms divided by the square of the height in meters.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": []}
{"id": "SH.STA.OWGH.FE.ZS", "name": "Prevalence of overweight, weight for height, female (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of overweight, female, is the percentage of girls under age 5 whose weight for height is more than two standard deviations above the median for the international reference population of the corresponding age as established by the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.OWGH.MA.ZS", "name": "Prevalence of overweight, weight for height, male (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of overweight, male, is the percentage of boys under age 5 whose weight for height is more than two standard deviations above the median for the international reference population of the corresponding age as established by the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.OWGH.ME.ZS", "name": "Prevalence of overweight (modeled estimate, % of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of overweight children is the percentage of children under age 5 whose weight for height is more than two standard deviations above the median for the international reference population of the corresponding age as established by the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.OWGH.ZS", "name": "Prevalence of overweight, weight for height (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of overweight children is the percentage of children under age 5 whose weight for height is more than two standard deviations above the median for the international reference population of the corresponding age as established by the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.PNVC.ZS", "name": "Postnatal care coverage (% mothers)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Percentage of women with a postnatal checkup in the first two days after birth", "sourceOrganization": "Demographic and Health Surveys", "topics": []}
{"id": "SH.STA.POIS.P5", "name": "Mortality rate attributed to unintentional poisoning (per 100,000 population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality rate attributed to unintentional poisonings is the number of deaths from unintentional poisonings in a year per 100,000 population.  Unintentional poisoning can\nbe caused by household chemicals, pesticides, kerosene, carbon monoxide and medicines, or can be the result of environmental contamination or occupational chemical exposure.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.POIS.P5.FE", "name": "Mortality rate attributed to unintentional poisoning, female (per 100,000 female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality rate attributed to unintentional poisonings is the number of female deaths from unintentional poisonings in a year per 100,000 female population.  Unintentional poisoning can be caused by household chemicals, pesticides, kerosene, carbon monoxide and medicines, or can be the result of environmental contamination or occupational chemical exposure.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.POIS.P5.MA", "name": "Mortality rate attributed to unintentional poisoning, male (per 100,000 male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality rate attributed to unintentional poisonings is the number of male deaths from unintentional poisonings in a year per 100,000 male population. Unintentional poisoning can\nbe caused by household chemicals, pesticides, kerosene, carbon monoxide and medicines, or can be the result of environmental contamination or occupational chemical exposure.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.SMSS.RU.ZS", "name": "People using safely managed sanitation services, rural (% of rural population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using improved sanitation facilities that are not shared with other households and where excreta are safely disposed of in situ or transported and treated offsite. Improved sanitation facilities include flush/pour flush to piped sewer systems, septic tanks or pit latrines: ventilated improved pit latrines, compositing toilets or pit latrines with slabs.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.SMSS.UR.ZS", "name": "People using safely managed sanitation services, urban (% of urban population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using improved sanitation facilities that are not shared with other households and where excreta are safely disposed of in situ or transported and treated offsite. Improved sanitation facilities include flush/pour flush to piped sewer systems, septic tanks or pit latrines: ventilated improved pit latrines, compositing toilets or pit latrines with slabs.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.SMSS.ZS", "name": "People using safely managed sanitation services (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people using improved sanitation facilities that are not shared with other households and where excreta are safely disposed of in situ or transported and treated offsite. Improved sanitation facilities include flush/pour flush to piped sewer systems, septic tanks or pit latrines: ventilated improved pit latrines, compositing toilets or pit latrines with slabs.", "sourceOrganization": "WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.STN3.Q1.ZS", "name": "Malnourished children (stunting, -3SD) (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STN3.Q2.ZS", "name": "Malnourished children (stunting, -3SD) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STN3.Q3.ZS", "name": "Malnourished children (stunting, -3SD) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STN3.Q4.ZS", "name": "Malnourished children (stunting, -3SD) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STN3.Q5.ZS", "name": "Malnourished children (stunting, -3SD) (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STNT.FE.ZS", "name": "Prevalence of stunting, height for age, female (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of stunting, female, is the percentage of girls under age 5 whose height for age is more than two standard deviations below the median for the international reference population ages 0-59 months. For children up to two years old height is measured by recumbent length. For older children height is measured by stature while standing. The data are based on the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STNT.MA.ZS", "name": "Prevalence of stunting, height for age, male (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of stunting, male, is the percentage of boys under age 5 whose height for age is more than two standard deviations below the median for the international reference population ages 0-59 months. For children up to two years old height is measured by recumbent length. For older children height is measured by stature while standing. The data are based on the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STNT.ME.ZS", "name": "Prevalence of stunting, height for age (modeled estimate, % of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of stunting is the percentage of children under age 5 whose height for age is more than two standard deviations below the median for the international reference population ages 0-59 months. For children up to two years old height is measured by recumbent length. For older children height is measured by stature while standing. The data are based on the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STNT.Q1.ZS", "name": "Malnourished children (stunting, -2SD) (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STNT.Q2.ZS", "name": "Malnourished children (stunting, -2SD) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STNT.Q3.ZS", "name": "Malnourished children (stunting, -2SD) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STNT.Q4.ZS", "name": "Malnourished children (stunting, -2SD) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STNT.Q5.ZS", "name": "Malnourished children (stunting, -2SD) (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.STNT.ZS", "name": "Prevalence of stunting, height for age (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of stunting is the percentage of children under age 5 whose height for age is more than two standard deviations below the median for the international reference population ages 0-59 months. For children up to two years old height is measured by recumbent length. For older children height is measured by stature while standing. The data are based on the WHO's 2006 Child Growth Standards.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}, {"id": "2", "value": "Aid Effectiveness "}]}
{"id": "SH.STA.SUIC.FE.P5", "name": "Suicide mortality rate, female (per 100,000 female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Suicide mortality rate is the number of suicide deaths in a year per 100,000 population. Crude suicide rate (not age-adjusted).", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.SUIC.MA.P5", "name": "Suicide mortality rate, male (per 100,000 male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Suicide mortality rate is the number of suicide deaths in a year per 100,000 population. Crude suicide rate (not age-adjusted).", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.SUIC.P5", "name": "Suicide mortality rate (per 100,000 population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Suicide mortality rate is the number of suicide deaths in a year per 100,000 population. Crude suicide rate (not age-adjusted).", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.TRAF.FE.P5", "name": "Mortality caused by road traffic injury, female (per 100,000 female population)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Mortality caused by road traffic injury is estimated road traffic fatal injury deaths per 100,000 population.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": []}
{"id": "SH.STA.TRAF.MA.P5", "name": "Mortality caused by road traffic injury, male (per 100,000 male population)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Mortality caused by road traffic injury is estimated road traffic fatal injury deaths per 100,000 population.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": []}
{"id": "SH.STA.TRAF.P5", "name": "Mortality caused by road traffic injury (per 100,000 population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality caused by road traffic injury is estimated road traffic fatal injury deaths per 100,000 population.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}, {"id": "16", "value": "Urban Development "}]}
{"id": "SH.STA.WASH.FE.P5", "name": "Mortality rate attributed to unsafe water, unsafe sanitation and lack of hygiene, female (per 100,000 female population)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Mortality rate attributed to unsafe water, unsafe sanitation and lack of hygiene is deaths attributable to unsafe water, sanitation and hygiene focusing on inadequate WASH services per 100,000 population. Death rates are calculated by dividing the number of deaths by the total population. In this estimate, only the impact of diarrhoeal diseases, intestinal nematode infections, and protein-energy malnutrition are taken into account.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": []}
{"id": "SH.STA.WASH.MA.P5", "name": "Mortality rate attributed to unsafe water, unsafe sanitation and lack of hygiene, male (per 100,000 male population)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Mortality rate attributed to unsafe water, unsafe sanitation and lack of hygiene is deaths attributable to unsafe water, sanitation and hygiene focusing on inadequate WASH services per 100,000 population. Death rates are calculated by dividing the number of deaths by the total population. In this estimate, only the impact of diarrhoeal diseases, intestinal nematode infections, and protein-energy malnutrition are taken into account.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": []}
{"id": "SH.STA.WASH.P5", "name": "Mortality rate attributed to unsafe water, unsafe sanitation and lack of hygiene (per 100,000 population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mortality rate attributed to unsafe water, unsafe sanitation and lack of hygiene is deaths attributable to unsafe water, sanitation and hygiene focusing on inadequate WASH services per 100,000 population. Death rates are calculated by dividing the number of deaths by the total population. In this estimate, only the impact of diarrhoeal diseases, intestinal nematode infections, and protein-energy malnutrition are taken into account.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).", "topics": [{"id": "8", "value": "Health "}, {"id": "6", "value": "Environment "}]}
{"id": "SH.STA.WAST.FE.ZS", "name": "Prevalence of wasting, weight for height, female (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of wasting, female, is the proportion of girls under age 5 whose weight for height is more than two standard deviations below the median for the international reference population ages 0-59 months.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WAST.MA.ZS", "name": "Prevalence of wasting, weight for height, male (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of wasting, male, is the proportion of boys under age 5 whose weight for height is more than two standard deviations below the median for the international reference population ages 0-59 months.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WAST.Q1.ZS", "name": "Malnourished children (wasting, -2SD) (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WAST.Q2.ZS", "name": "Malnourished children (wasting, -2SD) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WAST.Q3.ZS", "name": "Malnourished children (wasting, -2SD) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WAST.Q4.ZS", "name": "Malnourished children (wasting, -2SD) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WAST.Q5.ZS", "name": "Malnourished children (wasting, -2SD) (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WAST.ZS", "name": "Prevalence of wasting, weight for height (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of wasting is the proportion of children under age 5 whose weight for height is more than two standard deviations below the median for the international reference population ages 0-59 months.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WST3.Q1.ZS", "name": "Malnourished children (wasting, -3SD) (% of children under 5): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WST3.Q2.ZS", "name": "Malnourished children (wasting, -3SD) (% of children under 5): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WST3.Q3.ZS", "name": "Malnourished children (wasting, -3SD) (% of children under 5): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WST3.Q4.ZS", "name": "Malnourished children (wasting, -3SD) (% of children under 5): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.STA.WST3.Q5.ZS", "name": "Malnourished children (wasting, -3SD) (% of children under 5): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.SVR.WAST.FE.ZS", "name": "Prevalence of severe wasting, weight for height, female (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of severe wasting, female, is the proportion of girls under age 5 whose weight for height is more than three standard deviations below the median for the international reference population ages 0-59 months.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.SVR.WAST.MA.ZS", "name": "Prevalence of severe wasting, weight for height, male (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of severe wasting, male, is the proportion of boys under age 5 whose weight for height is more than three standard deviations below the median for the international reference population ages 0-59 months.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.SVR.WAST.ZS", "name": "Prevalence of severe wasting, weight for height (% of children under 5)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of severe wasting is the proportion of children under age 5 whose weight for height is more than three standard deviations below the median for the international reference population ages 0-59 months.", "sourceOrganization": "UNICEF, WHO, World Bank: Joint child Malnutrition Estimates (JME). Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.TBS.CURE.ZS", "name": "Tuberculosis treatment success rate (% of new cases)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Tuberculosis treatment success rate is the percentage of all new tuberculosis cases (or new and relapse cases for some countries) registered under a national tuberculosis control programme in a given year that successfully completed treatment, with or without bacteriological evidence of success (\"cured\" and \"treatment completed\" respectively).", "sourceOrganization": "World Health Organization, Global Tuberculosis Report.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.TBS.DOTS", "name": "Tuberculosis cases detected under DOTS (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "DOTS detection rate is the percentage of estimated new infectious tuberculosis cases detected under the directly observed treatment, short course case detection and treatment strategy.", "sourceOrganization": "World Health Organization, Global Tuberculosis Control Report.", "topics": []}
{"id": "SH.TBS.DTEC.ZS", "name": "Tuberculosis case detection rate (%, all forms)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Tuberculosis case detection rate (all forms) is the number of new and relapse tuberculosis cases notified to WHO in a given year, divided by WHO's estimate of the number of incident tuberculosis cases for the same year, expressed as a percentage. Estimates for all years are recalculated as new information becomes available and techniques are refined, so they may differ from those published previously.", "sourceOrganization": "World Health Organization, Global Tuberculosis Report.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.TBS.INCD", "name": "Incidence of tuberculosis (per 100,000 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Incidence of tuberculosis is the estimated number of new and relapse tuberculosis cases arising in a given year, expressed as the rate per 100,000 population. All forms of TB are included, including cases in people living with HIV. Estimates for all years are recalculated as new information becomes available and techniques are refined, so they may differ from those published previously.", "sourceOrganization": "World Health Organization, Global Tuberculosis Report.", "topics": [{"id": "8", "value": "Health "}, {"id": "2", "value": "Aid Effectiveness "}]}
{"id": "SH.TBS.INCD.HG", "name": "Incidence of tuberculosis, high uncertainty bound (per 100,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Incidence of tuberculosis is the estimated number of new pulmonary, smear positive, and extra-pulmonary tuberculosis cases.", "sourceOrganization": "World Health Organization, Global Tuberculosis Control Report.", "topics": []}
{"id": "SH.TBS.INCD.LW", "name": "Incidence of tuberculosis, low uncertainty bound (per 100,000 people)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Incidence of tuberculosis is the estimated number of new pulmonary, smear positive, and extra-pulmonary tuberculosis cases.", "sourceOrganization": "World Health Organization, Global Tuberculosis Control Report.", "topics": []}
{"id": "SH.TBS.MORT", "name": "Tuberculosis death rate (per 100,000 people)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Tuberculosis death rate is the estimated number of deaths from tuberculosis among HIV-negative people, expressed as the rate per 100,000 population. Estimates for all years are recalculated as new information becomes available and techniques are refined, so they may differ from those published previously.", "sourceOrganization": "World Health Organization, Global Tuberculosis Report.", "topics": []}
{"id": "SH.TBS.MORT.HG", "name": "Deaths due to tuberculosis among HIV-negative people, high uncertainty bound (per 100,000 population)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The estimated number of deaths attributable to tuberculosis (TB) in a given time period.", "sourceOrganization": "World Health Organization, Global Tuberculosis Control Report.", "topics": []}
{"id": "SH.TBS.MORT.LW", "name": "Deaths due to tuberculosis among HIV-negative people, low uncertainty bound (per 100,000 population)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The estimated number of deaths attributable to tuberculosis (TB) in a given time period.", "sourceOrganization": "World Health Organization, Global Tuberculosis Control Report.", "topics": []}
{"id": "SH.TBS.PREV", "name": "Tuberculosis prevalence rate (per 1000,000 population, WHO)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The number of cases of tuberculosis (all forms) in a population at a given point in time (the middle of the calendar year), expressed as the rate per 100 000 population. It is sometimes referred to as \"point prevalence\". Estimates include cases of TB in people with HIV. Published values are rounded to three significant figures. Uncertainty bounds are provided in addition to best estimates.", "sourceOrganization": "World Health Organization, Global Tuberculosis Control Report.", "topics": []}
{"id": "SH.TBS.PREV.HG", "name": "Tuberculosis prevalence rate, high uncertainty bound (per 1000,000 population, WHO)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The number of cases of tuberculosis (all forms) in a population at a given point in time (the middle of the calendar year), expressed as the rate per 100 000 population. It is sometimes referred to as \"point prevalence\" high uncertainty bound. Estimates include cases of TB in people with HIV.  Published values are rounded to three significant figures. Uncertainty bounds are provided in addition to best estimates.  ", "sourceOrganization": "World Health Organization, Global Tuberculosis Control Report.", "topics": []}
{"id": "SH.TBS.PREV.LW", "name": "Tuberculosis prevalence rate, low uncertainty bound (per 1000,000 population, WHO)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The number of cases of tuberculosis (all forms) in a population at a given point in time (the middle of the calendar year), expressed as the rate per 100 000 population. It is sometimes referred to as \"point prevalence\" low uncertainty bound. Estimates include cases of TB in people with HIV.  Published values are rounded to three significant figures. Uncertainty bounds are provided in addition to best estimates.  ", "sourceOrganization": "World Health Organization, Global Tuberculosis Control Report.", "topics": []}
{"id": "SH.UHC.CONS.TO", "name": "Number of people pushed below the 50% median consumption poverty line by out-of-pocket health care expenditure", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Number of people pushed below the 50% median consumption poverty line by out-of-pocket health care expenditure", "sourceOrganization": "Wagstaff et al. Progress on Impoverishing Health Spending: Results for 122 Countries. A Retrospective Observational Study, Lancet Global Health 2017.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.CONS.ZS", "name": "Proportion of population pushed below the 50% median consumption poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Proportion of population pushed below the 50% median consumption poverty line by out-of-pocket health care expenditure, expressed as a percentage of a total population of a country", "sourceOrganization": "Wagstaff et al. Progress on Impoverishing Health Spending: Results for 122 Countries. A Retrospective Observational Study, Lancet Global Health 2017.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.FBP1.TO", "name": "Number of people pushed further below the $2.15 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "This indicator shows the number of people living in households whose non-health expenditures are already below the $2.15 poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": []}
{"id": "SH.UHC.FBP1.ZS", "name": "Proportion of population pushed further below the $2.15 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator shows the fraction of a country\u2019s population living in households whose non-health expenditures are already below the $2.15 poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.FBP2.TO", "name": "Number of people pushed further below the $3.65 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "This indicator shows the number of people living in households whose non-health expenditures are already below the $3.65 poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending.  Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": []}
{"id": "SH.UHC.FBP2.ZS", "name": "Proportion of population pushed further below the $3.65 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator shows the fraction of a country\u2019s population living in households whose non-health expenditures are already below the $3.65 poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.FBPR.TO", "name": "Number of people pushed further below the 60% median consumption poverty line by out-of-pocket health care expenditure", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "This indicator shows the number of people living in households whose non-health expenditures are already below the 60% median consumption poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending.  Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": []}
{"id": "SH.UHC.FBPR.ZS", "name": "Proportion of population pushed further below the 60% median consumption poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator shows the fraction of a country\u2019s population living in households whose non-health expenditures are already below the 60% median consumption poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending. \nOut-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.NOP1.CG", "name": "Increase in poverty gap at $1.90 ($ 2011 PPP) poverty line due to out-of-pocket health care expenditure (USD)", "unit": "", "source": {"id": "58", "value": "Universal Health Coverage"}, "sourceNote": "Increase in poverty gap at $1.90 ($ 2011 PPP) poverty line due to out-of-pocket health care expenditure, expressed in US dollars (2011 PPP). The poverty gap increase due to out-of-pocket health spending is one way to measure how much out-of-pocket health spending pushes people below or further below the poverty line (the difference in the poverty gap due to out-of-pocket health spending being included or excluded from the measure of household welfare). This difference corresponds to the total out-of-pocket health spending for households that are already below the poverty line, to the amount that exceeds the shortfall between the poverty line and total consumption for households that are impoverished by out-of-pocket health spending and to zero for households whose consumption is above the poverty line after accounting for out-of-pocket health spending.", "sourceOrganization": "World Health Organization and World Bank. 2019. Global Monitoring Report on Financial Protection in Health 2019. NOTE: This indicator has been discontinued as of December 2021. Please see the following indicators: SH.UHC.FBP1.ZS, SH.UHC.FBP2.ZS, SH.UHC.FBP1.TO and SH.UHC.FBP2.TO.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.NOP1.TO", "name": "Number of people pushed below the $2.15 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure", "unit": "", "source": {"id": "58", "value": "Universal Health Coverage"}, "sourceNote": "Number of people pushed below the $2.15 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure. This indicator shows the number of people living in households experiencing impoverishing out-of-pocket health expenditures, defined as expenditures without which the household they live in would have been above the $2.15 poverty line, but because of the expenditures is below the poverty line.  Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.NOP1.ZG", "name": "Increase in poverty gap at $1.90 ($ 2011 PPP) poverty line due to out-of-pocket health care expenditure (% of poverty line)", "unit": "", "source": {"id": "58", "value": "Universal Health Coverage"}, "sourceNote": "Increase in poverty gap at $1.90 ($ 2011 PPP) poverty line due to out-of-pocket health care expenditure, as a percentage of the $1.90 poverty line. The poverty gap increase due to out-of-pocket health spending is one way to measure how much out-of-pocket health spending pushes people below or further below the poverty line (the difference in the poverty gap due to out-of-pocket health spending being included or excluded from the measure of household welfare). This difference corresponds to the total out-of-pocket health spending for households that are already below the poverty line, to the amount that exceeds the shortfall between the poverty line and total consumption for households that are impoverished by out-of-pocket health spending and to zero for households whose consumption is above the poverty line after accounting for out-of-pocket health spending.", "sourceOrganization": "World Health Organization and World Bank. 2019. Global Monitoring Report on Financial Protection in Health 2019.  NOTE: This indicator has been discontinued as of December 2021. Please see the following indicators: SH.UHC.FBP1.ZS, SH.UHC.FBP2.ZS, SH.UHC.FBP1.TO and SH.UHC.FBP2.TO.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.NOP1.ZS", "name": "Proportion of population pushed below the $2.15 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator shows the fraction of a country\u2019s population experiencing out-of-pocket health impoverishing expenditures, defined as expenditures without which the household they live in would have been above the $ 2.15 poverty line, but because of the expenditures is below the poverty line. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.NOP2.CG", "name": "Increase in poverty gap at $3.20 ($ 2011 PPP) poverty line due to out-of-pocket health care expenditure (USD)", "unit": "", "source": {"id": "58", "value": "Universal Health Coverage"}, "sourceNote": "Increase in poverty gap at $3.20 ($ 2011 PPP) poverty line due to out-of-pocket health care expenditure, expressed in US dollars (2011 PPP). The poverty gap increase due to out-of-pocket health spending is one way to measure how much out-of-pocket health spending pushes people below or further below the poverty line (the difference in the poverty gap due to out-of-pocket health spending being included or excluded from the measure of household welfare). This difference corresponds to the total out-of-pocket health spending for households that are already below the poverty line, to the amount that exceeds the shortfall between the poverty line and total consumption for households that are impoverished by out-of-pocket health spending and to zero for households whose consumption is above the poverty line after accounting for out-of-pocket health spending.", "sourceOrganization": "World Health Organization and World Bank. 2019. Global Monitoring Report on Financial Protection in Health 2019.  NOTE: This indicator has been discontinued as of December 2021. Please see the following indicators: SH.UHC.FBP1.ZS, SH.UHC.FBP2.ZS, SH.UHC.FBP1.TO and SH.UHC.FBP2.TO.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.NOP2.TO", "name": "Number of people pushed below the $3.65 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure", "unit": "", "source": {"id": "58", "value": "Universal Health Coverage"}, "sourceNote": "Number of people pushed below the $3.65 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure. This indicator shows the number of households experiencing impoverishing out-of-pocket health expenditures, defined as expenditures without which the household would have been above the $3.65 poverty line, but because of the expenditures is below the poverty line.  Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.NOP2.ZG", "name": "Increase in poverty gap at $3.20 ($ 2011 PPP) poverty line due to out-of-pocket health care expenditure (% of poverty line)", "unit": "", "source": {"id": "58", "value": "Universal Health Coverage"}, "sourceNote": "Increase in poverty gap at $3.20 ($ 2011 PPP) poverty line due to out-of-pocket health care expenditure, as a percentage of the $3.20 poverty line. The poverty gap increase due to out-of-pocket health spending is one way to measure how much out-of-pocket health spending pushes people below or further below the poverty line (the difference in the poverty gap due to out-of-pocket health spending being included or excluded from the measure of household welfare). This difference corresponds to the total out-of-pocket health spending for households that are already below the poverty line, to the amount that exceeds the shortfall between the poverty line and total consumption for households that are impoverished by out-of-pocket health spending and to zero for households whose consumption is above the poverty line after accounting for out-of-pocket health spending.", "sourceOrganization": "World Health Organization and World Bank. 2019. Global Monitoring Report on Financial Protection in Health 2019.  NOTE: This indicator has been discontinued as of December 2021. Please see the following indicators: SH.UHC.FBP1.ZS, SH.UHC.FBP2.ZS, SH.UHC.FBP1.TO and SH.UHC.FBP2.TO.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.NOP2.ZS", "name": "Proportion of population pushed below the $3.65 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator shows the fraction of a country\u2019s population experiencing out-of-pocket health impoverishing expenditures, defined as expenditures without which the household they live in would have been above the $3.65 poverty line, but because of the expenditures is below the poverty line.  Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.NOPR.TO", "name": "Number of people pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "This indicator shows the number of people living in households experiencing impoverishing expenditures, defined as out-of-pocket health expenditures without which the household they live in would have been above the 60% median consumption poverty line, but because of the expenditures is below the poverty line. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": []}
{"id": "SH.UHC.NOPR.ZS", "name": "Proportion of population pushed below the 60% median consumption poverty line by out-of-pocket health expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator shows the fraction of a country\u2019s population experiencing out-of-pocket health impoverishing expenditures, defined as expenditures without which the household they live in would have been above the 60% median consumption but because of the expenditures is below the poverty line. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.OOPC.10.TO", "name": "Number of people spending more than 10% of household consumption or income on out-of-pocket health care expenditure", "unit": "", "source": {"id": "58", "value": "Universal Health Coverage"}, "sourceNote": "Number of people spending more than 10% of household consumption or income on out-of-pocket health care expenditure. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.OOPC.10.ZS", "name": "Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Proportion of population spending more than 10% of household consumption or income on out-of-pocket health care expenditure. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.OOPC.25.TO", "name": "Number of people spending more than 25% of household consumption or income on out-of-pocket health care expenditure", "unit": "", "source": {"id": "58", "value": "Universal Health Coverage"}, "sourceNote": "Number of people spending more than 25% of household consumption or income on out-of-pocket health care expenditure. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.OOPC.25.ZS", "name": "Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Proportion of population spending more than 25% of household consumption or income on out-of-pocket health care expenditure. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.SRVS.CV.XD", "name": "UHC service coverage index", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Coverage index for essential health services (based on tracer interventions that include reproductive, maternal, newborn and child health, infectious diseases, noncommunicable diseases and service capacity and access). It is presented on a scale of 0 to 100.", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/service-coverage)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.TOT1.TO", "name": "Number of people pushed or further pushed below the $2.15 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "This indicator shows the number of people who are either (1) living in households whose non-health expenditures are already below the $2.15 poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending or (2) live in households whose total expenditures are above the $2.15 poverty line but fall below the $2.15 poverty line when out-of-pocket health spending is subtracted from total expenditure. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": []}
{"id": "SH.UHC.TOT1.ZS", "name": "Proportion of population pushed or further pushed below the $2.15 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator shows the fraction of a country's population who is either (1) living in households whose non-health expenditures are already below the $2.15 poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending or (2) live in households whose total expenditures are above the $2.15 poverty line but fall below the $2.15 poverty line when out-of-pocket health spending is subtracted from total expenditure. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.TOT2.TO", "name": "Number of people pushed or further pushed below the $3.65 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "This indicator shows the number of people who are either (1) living in households whose non-health expenditures are already below the $3.65 poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending or (2) live in households whose total expenditures are above the $3.65 poverty line but fall below the $3.65 poverty line when out-of-pocket health spending is subtracted from total expenditure. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": []}
{"id": "SH.UHC.TOT2.ZS", "name": "Proportion of population pushed or further pushed below the $3.65 ($ 2017 PPP) poverty line by out-of-pocket health care expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator shows the fraction of a country's population who is either (1) living in households whose non-health expenditures are already below the $3.65 poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending or (2) live in households whose total expenditures are above the $3.65 poverty line but fall below the $3.65 poverty line when out-of-pocket health spending is subtracted from total expenditure. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.UHC.TOTR.TO", "name": "Number of people pushed or further pushed below the 60% median consumption poverty line by out-of-pocket health care expenditure", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "This indicator shows the number of people who are either (1) living in households whose non-health expenditures are already below the relative poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending or (2) live in households whose total expenditures are above the relative poverty line but fall below the relative poverty line when out-of-pocket health spending is subtracted from total expenditure. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": []}
{"id": "SH.UHC.TOTR.ZS", "name": "Proportion of population pushed or further pushed below the 60% median consumption poverty line by out-of-pocket health expenditure (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "This indicator shows the fraction of a country's population who is either (1) living in households whose non-health expenditures are already below the relative poverty line and who as a result are pushed further into poverty by their out-of-pocket health spending or (2) live in households whose total expenditures are above the relative poverty line but fall below the relative poverty line when out-of-pocket health spending is subtracted from total expenditure. Out-of-pocket health expenditure is defined as any spending incurred by a household when any member uses a health good or service to receive any type of care (preventive, curative, rehabilitative, long-term or palliative care); provided by any type of provider; for any type of disease, illness or health condition; in any type of setting (outpatient, inpatient, at home).", "sourceOrganization": "Global Health Observatory. Geneva: World Health Organization; 2023. (https://www.who.int/data/gho/data/themes/topics/financial-protection)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.VAC.TTNS.Q1.ZS", "name": "Tetanus toxoid vaccination (% of live births): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Percent distribution of last live births in the last three years preceding the survey for tetanus toxoid injections (two doses or more) given to the mother during pregnancy.", "sourceOrganization": "", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.VAC.TTNS.Q2.ZS", "name": "Tetanus toxoid vaccination (% of live births): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Percent distribution of last live births in the last three years preceding the survey for tetanus toxoid injections (two doses or more) given to the mother during pregnancy.", "sourceOrganization": "", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.VAC.TTNS.Q3.ZS", "name": "Tetanus toxoid vaccination (% of live births): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Percent distribution of last live births in the last three years preceding the survey for tetanus toxoid injections (two doses or more) given to the mother during pregnancy.", "sourceOrganization": "", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.VAC.TTNS.Q4.ZS", "name": "Tetanus toxoid vaccination (% of live births): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Percent distribution of last live births in the last three years preceding the survey for tetanus toxoid injections (two doses or more) given to the mother during pregnancy.", "sourceOrganization": "", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.VAC.TTNS.Q5.ZS", "name": "Tetanus toxoid vaccination (% of live births): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Percent distribution of last live births in the last three years preceding the survey for tetanus toxoid injections (two doses or more) given to the mother during pregnancy.", "sourceOrganization": "", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.VAC.TTNS.ZS", "name": "Newborns protected against tetanus (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Newborns protected against tetanus are the percentage of births by women of child-bearing age who are immunized against tetanus.", "sourceOrganization": "WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.VST.OUTP", "name": "Outpatient visits per capita ", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Outpatient visits per capita are the number of visits to health care facilities per capita, including repeat visits.", "sourceOrganization": "WHO, OECD and supplemented by country data.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.CHEX.GD.ZS", "name": "Current health expenditure (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Level of current health expenditure expressed as a percentage of GDP.  Estimates of current health expenditures include healthcare goods and services consumed during each year. This indicator does not include capital health expenditures such as buildings, machinery, IT and stocks of vaccines for emergency or outbreaks.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.CHEX.PC.CD", "name": "Current health expenditure per capita (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current expenditures on health per capita in current US dollars. Estimates of current health expenditures include healthcare goods and services consumed during each year.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.CHEX.PP.CD", "name": "Current health expenditure per capita, PPP (current international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current expenditures on health per capita expressed in international dollars at purchasing power parity.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.EHEX.CH.ZS", "name": "External health expenditure (% of current health expenditure)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of current health expenditures funded from external sources. External sources compose of direct foreign transfers and foreign transfers distributed by government encompassing all financial inflows into the national health system from outside the country. External sources either flow through the government scheme or are channeled through non-governmental organizations or other schemes.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.EHEX.EH.ZS", "name": "External health expenditure channeled through government (% of external health expenditure)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Share of external donor funding flowing through the government budgets relative to the overall external expenditures on health.", "sourceOrganization": "Computed using World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 7, 2023.", "topics": []}
{"id": "SH.XPD.EHEX.PC.CD", "name": "External health expenditure per capita (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current external expenditures on health per capita expressed in current US dollars. External sources are composed of direct foreign transfers and foreign transfers distributed by government encompassing all financial inflows into the national health system from outside the country.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.EHEX.PP.CD", "name": "External health expenditure per capita, PPP (current international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current external expenditures on health per capita expressed in international dollars at purchasing power parity. External sources are composed of direct foreign transfers and foreign transfers distributed by government encompassing all financial inflows into the national health system from outside the country.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.EXTR.ZS", "name": "External resources for health (% of total expenditure on health)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "External resources for health are funds or services in kind that are provided by entities not part of the country in question. The resources may come from international organizations, other countries through bilateral arrangements, or foreign nongovernmental organizations. These resources are part of total health expenditure.", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.GHED.CH.ZS", "name": "Domestic general government health expenditure (% of current health expenditure)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of current health expenditures funded from domestic public sources for health.  Domestic public sources include domestic revenue as internal transfers and grants, transfers, subsidies to voluntary health insurance beneficiaries, non-profit institutions serving households (NPISH) or enterprise financing schemes as well as compulsory prepayment and social health insurance contributions. They do not include external resources spent by governments on health.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.GHED.GD.ZS", "name": "Domestic general government health expenditure (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public expenditure on health from domestic sources as a share of the economy as measured by GDP.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.GHED.GE.ZS", "name": "Domestic general government health expenditure (% of general government expenditure)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public expenditure on health from domestic sources as a share of total public expenditure.  It indicates the priority of the government to spend on health from own domestic public resources.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.GHED.PC.CD", "name": "Domestic general government health expenditure per capita (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public expenditure on health from domestic sources per capita expressed in current US dollars.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.GHED.PP.CD", "name": "Domestic general government health expenditure per capita, PPP (current international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Public expenditure on health from domestic sources per capita expressed in international dollars at purchasing power parity.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.HLTH.ZS", "name": "Public Expenditure on Health (% GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.XPD.KHEX.GD.ZS", "name": "Capital health expenditure (% of GDP)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Level of capital investments on health expressed as a percentage of GDP.  Capital health investments include health infrastructure (buildings, machinery, IT) and stocks of vaccines for emergency or outbreaks.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 7, 2023.", "topics": []}
{"id": "SH.XPD.OOPC.CH.ZS", "name": "Out-of-pocket expenditure (% of current health expenditure)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of out-of-pocket payments of total current health expenditures.  Out-of-pocket payments are spending on health directly out-of-pocket by households.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.OOPC.PC.CD", "name": "Out-of-pocket expenditure per capita (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Health expenditure through out-of-pocket payments per capita in USD.  Out of pocket payments are spending on health directly out of pocket by households in each country.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.OOPC.PP.CD", "name": "Out-of-pocket expenditure per capita, PPP (current international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Health expenditure through out-of-pocket payments per capita in international dollars at purchasing power parity.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.OOPC.TO.ZS", "name": "Out-of-pocket health expenditure (% of total expenditure on health)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Out of pocket expenditure is any direct outlay by households, including gratuities and in-kind payments, to health practitioners and suppliers of pharmaceuticals, therapeutic appliances, and other goods and services whose primary intent is to contribute to the restoration or enhancement of the health status of individuals or population groups. It is a part of private health expenditure.", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.OOPC.ZS", "name": "Out-of-pocket health expenditure (% of private expenditure on health)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Out of pocket expenditure is any direct outlay by households, including gratuities and in-kind payments, to health practitioners and suppliers of pharmaceuticals, therapeutic appliances, and other goods and services whose primary intent is to contribute to the restoration or enhancement of the health status of individuals or population groups. It is a part of private health expenditure.", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.PCAP", "name": "Health expenditure per capita (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Total health expenditure is the sum of public and private health expenditures as a ratio of total population. It covers the provision of health services (preventive and curative), family planning activities, nutrition activities, and emergency aid designated for health but does not include provision of water and sanitation. Data are in current U.S. dollars.", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.PCAP.GX", "name": "Government health expenditure per capita (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "General government expenditure corresponds to the consolidated outlays of all levels of government: territorial authorities (Central/Federal Government, Provincial/Regional/State/District authorities, Municipal/ Local governments), social security institutions and extra budgetary funds, including capital outlays. It is provided by the Central Bank/Ministry of Finance to the International Monetary Fund or by the United Nations Statistics Department.   ", "sourceOrganization": "World Health Organization (http://www.who.int/nha/country/en/)", "topics": []}
{"id": "SH.XPD.PCAP.PP.KD", "name": "Health expenditure per capita, PPP (constant 2011 international $)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Total health expenditure is the sum of public and private health expenditures as a ratio of total population. It covers the provision of health services (preventive and curative), family planning activities, nutrition activities, and emergency aid designated for health but does not include provision of water and sanitation. Data are in international dollars converted using 2011 purchasing power parity (PPP) rates.", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.PPPC", "name": "Health expenditure per capita, PPP (current international $)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SH.XPD.PRIV", "name": "Health expenditure, private (% of total health expenditure)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.PRIV.PRPP.ZS", "name": "Private prepaid plans (% of private expenditure on health)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Prepaid and risk-pooling plans are the expenditure on health by private insurance institutions.  Private insurance enrolment may be contractual or voluntary, and conditions and benefits or basket of benefits are agreed on a voluntary basis between the insurance agent and the beneficiaries.  They are thus not controlled by government units for the purpose of providing social benefits to members.  ", "sourceOrganization": "World Health Organization (http://www.who.int/nha/country/en/)", "topics": []}
{"id": "SH.XPD.PRIV.ZS", "name": "Health expenditure, private (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Private health expenditure includes direct household (out-of-pocket) spending, private insurance, charitable donations, and direct service payments by private corporations.", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.PUBL", "name": "Health expenditure, public (% of total health expenditure)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Public health expenditure consists of recurrent and capital spending from government (central and local) budgets, external borrowings and grants (including donations from international agencies and nongovernmental organizations), and social (or compulsory) health insurance funds. Total health expenditure is the sum of public and private health expenditure. It covers the provision of health services (preventive and curative), family planning activities, nutrition activities, and emergency aid designated for health but does not include provision of water and sanitation.", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.PUBL.GX.ZS", "name": "Health expenditure, public (% of government expenditure)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Public health expenditure consists of recurrent and capital spending from government (central and local) budgets, external borrowings and grants (including donations from international agencies and nongovernmental organizations), and social (or compulsory) health insurance funds.", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.PUBL.ZS", "name": "Health expenditure, public (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Public health expenditure consists of recurrent and capital spending from government (central and local) budgets, external borrowings and grants (including donations from international agencies and nongovernmental organizations), and social (or compulsory) health insurance funds.", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.PVTD.CH.ZS", "name": "Domestic private health expenditure (% of current health expenditure)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of current health expenditures funded from domestic private sources.  Domestic private sources include funds from households, corporations and non-profit organizations. Such expenditures can be either prepaid to voluntary health insurance or paid directly to healthcare providers.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.PVTD.PC.CD", "name": "Domestic private health expenditure per capita (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current private expenditures on health per capita expressed in current US dollars. Domestic private sources include funds from households, corporations and non-profit organizations. Such expenditures can be either prepaid to voluntary health insurance or paid directly to healthcare providers.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.PVTD.PP.CD", "name": "Domestic private health expenditure per capita, PPP (current international $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Current private expenditures on health per capita expressed in international dollars at purchasing power parity.", "sourceOrganization": "World Health Organization Global Health Expenditure database (http://apps.who.int/nha/database). The data was retrieved on April 15, 2024.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SH.XPD.SOSE.GX.ZS", "name": "Social Security expenditure on health (% government expenditure on health)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Social security funds comprise the expenditure on health by social security institutions. Social security or national health insurance schemes are imposed and controlled by government units for the purpose of providing social benefits to members of the community as a whole or to particular segments of the community. They include direct outlays to medical care providers and to suppliers of medical goods as well as reimbursements to households and the supply of services in kind to the enrollees.  ", "sourceOrganization": "World Health Organization (http://www.who.int/nha/country/en/)", "topics": []}
{"id": "SH.XPD.TOTL.CD", "name": "Health expenditure (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": []}
{"id": "SH.XPD.TOTL.ZS", "name": "Health expenditure, total (% of GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Total health expenditure is the sum of public and private health expenditure. It covers the provision of health services (preventive and curative), family planning activities, nutrition activities, and emergency aid designated for health but does not include provision of water and sanitation.", "sourceOrganization": "World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SI.DST.02ND.20", "name": "Income share held by second 20%", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles. Percentage shares by quintile may not sum to 100 because of rounding.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.DST.03RD.20", "name": "Income share held by third 20%", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles. Percentage shares by quintile may not sum to 100 because of rounding.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.DST.04TH.20", "name": "Income share held by fourth 20%", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles. Percentage shares by quintile may not sum to 100 because of rounding.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.DST.05TH.20", "name": "Income share held by highest 20%", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles. Percentage shares by quintile may not sum to 100 because of rounding.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.DST.10TH.10", "name": "Income share held by highest 10%", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.DST.50MD", "name": "Proportion of people living below 50 percent of median income (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people in the population who live in households whose per capita income or consumption is below half of the median income or consumption per capita. The median is measured at 2017 Purchasing Power Parity (PPP) using the Poverty and Inequality Platform (http://www.pip.worldbank.org). For some countries, medians are not reported due to grouped and/or confidential data. The reference year is the year in which the underlying household survey data was collected. In cases for which the data collection period bridged two calendar years, the first year in which data were collected is reported.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.DST.FRST.10", "name": "Income share held by lowest 10%", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.DST.FRST.20", "name": "Income share held by lowest 20%", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles. Percentage shares by quintile may not sum to 100 because of rounding.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}, {"id": "2", "value": "Aid Effectiveness "}]}
{"id": "SI.POV.2DAY", "name": "Poverty headcount ratio at $3.10 a day (2011 PPP) (% of population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Poverty headcount ratio at $3.10 a day is the percentage of the population living on less than $3.10 a day at 2011 international prices. As a result of revisions in PPP exchange rates, poverty rates for individual countries cannot be compared with poverty rates reported in earlier editions.", "sourceOrganization": "World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.BPL", "name": "Number of people live below the poverty line (in number of people)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "SI.POV.DDAY", "name": "Poverty headcount ratio at $2.15 a day (2017 PPP) (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Poverty headcount ratio at $2.15 a day is the percentage of the population living on less than $2.15 a day at 2017 purchasing power adjusted prices. As a result of revisions in PPP exchange rates, poverty rates for individual countries cannot be compared with poverty rates reported in earlier editions.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}, {"id": "2", "value": "Aid Effectiveness "}, {"id": "19", "value": "Climate Change"}]}
{"id": "SI.POV.DDAY.CV", "name": "Survey coverage for poverty headcount ratio (at $2.15 a day, 2017 PPP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Share of population covered by a survey within five years or reference year (reference year, plus/minus 2 years)", "sourceOrganization": "World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).", "topics": []}
{"id": "SI.POV.DDAY.SH", "name": "Share of total poor population (at $2.15 a day, 2017 PPP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "The share of total global poor population.", "sourceOrganization": "World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).", "topics": []}
{"id": "SI.POV.GAP2", "name": "Poverty gap at $3.10 a day (2011 PPP) (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Poverty gap at $3.10 a day (2011 PPP) is the mean shortfall in income or consumption from the poverty line $3.10 a day (counting the nonpoor as having zero shortfall), expressed as a percentage of the poverty line. This measure reflects the depth of poverty as well as its incidence. As a result of revisions in PPP exchange rates, poverty rates for individual countries cannot be compared with poverty rates reported in earlier editions.", "sourceOrganization": "World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.GAPS", "name": "Poverty gap at $2.15 a day (2017 PPP) (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Poverty gap at $2.15 a day (2017 PPP) is the mean shortfall in income or consumption from the poverty line $2.15 a day (counting the nonpoor as having zero shortfall), expressed as a percentage of the poverty line. This measure reflects the depth of poverty as well as its incidence.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.GINI", "name": "Gini index", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Gini index measures the extent to which the distribution of income (or, in some cases, consumption expenditure) among individuals or households within an economy deviates from a perfectly equal distribution. A Lorenz curve plots the cumulative percentages of total income received against the cumulative number of recipients, starting with the poorest individual or household. The Gini index measures the area between the Lorenz curve and a hypothetical line of absolute equality, expressed as a percentage of the maximum area under the line. Thus a Gini index of 0 represents perfect equality, while an index of 100 implies perfect inequality.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.LMIC", "name": "Poverty headcount ratio at $3.65 a day (2017 PPP) (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Poverty headcount ratio at $3.65 a day is the percentage of the population living on less than $3.65 a day at 2017 international prices.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.LMIC.GP", "name": "Poverty gap at $3.65 a day (2017 PPP) (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Poverty gap at $3.65 a day (2017 PPP) is the mean shortfall in income or consumption from the poverty line $3.65 a day (counting the nonpoor as having zero shortfall), expressed as a percentage of the poverty line. This measure reflects the depth of poverty as well as its incidence.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.MDIM", "name": "Multidimensional poverty headcount ratio (% of total population)", "unit": "", "source": {"id": "46", "value": "Sustainable Development Goals "}, "sourceNote": "The percentage of people who are multidimensionally poor", "sourceOrganization": "Government statistical agencies. Data for EU countires are from the EUROSTAT", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.MDIM.17", "name": "Multidimensional poverty headcount ratio, children (% of population ages 0-17)", "unit": "", "source": {"id": "46", "value": "Sustainable Development Goals "}, "sourceNote": "The percentage of children who are multidimensionally poor", "sourceOrganization": "Government statistical agencies. Data for EU countires are from the EUROSTAT", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.MDIM.17.XQ", "name": "Multidimensional poverty index, children (population ages 0-17) (scale 0-1)", "unit": "", "source": {"id": "46", "value": "Sustainable Development Goals "}, "sourceNote": "Proportion of the child population that is multidimensionally poor adjusted by the intensity of the deprivations", "sourceOrganization": "Government statistical agencies. Data for EU countires are from the EUROSTAT", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.MDIM.FE", "name": "Multidimensional poverty headcount ratio, female (% of female population)", "unit": "", "source": {"id": "46", "value": "Sustainable Development Goals "}, "sourceNote": "The percentage of female population who are multidimensionally poor", "sourceOrganization": "Government statistical agencies. Data for EU countires are from the EUROSTAT", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.MDIM.HH", "name": "Multidimensional poverty headcount ratio, household (% of total households)", "unit": "", "source": {"id": "46", "value": "Sustainable Development Goals "}, "sourceNote": "The percentage of households who are multidimensionally poor", "sourceOrganization": "Government statistical agencies. Data for EU countires are from the EUROSTAT", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.MDIM.IT", "name": "Multidimensional poverty intensity (average share of deprivations experienced by the poor)", "unit": "", "source": {"id": "46", "value": "Sustainable Development Goals "}, "sourceNote": "The average percentage of dimensions in which poor people are deprived", "sourceOrganization": "Government statistical agencies. Data for EU countires are from the EUROSTAT", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.MDIM.MA", "name": "Multidimensional poverty headcount ratio, male (% of male population)", "unit": "", "source": {"id": "46", "value": "Sustainable Development Goals "}, "sourceNote": "The percentage of male population who are multidimensionally poor", "sourceOrganization": "Government statistical agencies. Data for EU countires are from the EUROSTAT", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.MDIM.XQ", "name": "Multidimensional poverty index (scale 0-1)", "unit": "", "source": {"id": "46", "value": "Sustainable Development Goals "}, "sourceNote": "Proportion of the population that is multidimensionally poor adjusted by the intensity of the deprivations", "sourceOrganization": "Government statistical agencies. Data for EU countires are from the EUROSTAT", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.MPUN", "name": "Multidimensional poverty headcount ratio (UNDP) (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The multidimensional poverty headcount ratio (UNDP) is the percentage of a population living in poverty according to UNDPs multidimensional poverty index. The index includes three dimensions -- health, education, and living standards.", "sourceOrganization": "Alkire, S., Kanagaratnam, U., and Suppa, N. (2023). \u2018The global Multidimensional Poverty Index (MPI) 2023 country results and methodological note\u2019, OPHI MPI Methodological Note 55, Oxford Poverty and Human Development Initiative (OPHI), University of Oxford. (https://ophi.org.uk/mpi-methodological-note-55-2/)", "topics": []}
{"id": "SI.POV.MPWB", "name": "Multidimensional poverty headcount ratio (World Bank) (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The multidimensional poverty headcount ratio (World Bank) is the percentage of a population living in poverty according to the World Bank's Multidimensional Poverty Measure. The Multidimensional Poverty Measure includes three dimensions \u2013 monetary poverty, education, and basic infrastructure services \u2013 to capture a more complete picture of poverty.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": []}
{"id": "SI.POV.NAGP", "name": "Poverty gap at national poverty lines (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Poverty gap at national poverty lines is the mean shortfall from the poverty lines (counting the nonpoor as having zero shortfall) as a percentage of the poverty lines. This measure reflects the depth of poverty as well as its incidence.", "sourceOrganization": "World Bank, Global Poverty Working Group. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country\u2013specific) poverty lines.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.NAHC", "name": "Poverty headcount ratio at national poverty lines (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "National poverty headcount ratio is the percentage of the population living below the national poverty line(s). National estimates are based on population-weighted subgroup estimates from household surveys. For economies for which the data are from EU-SILC, the reported year is the income reference year, which is the year before the survey year.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country\u2013specific) poverty lines.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.NAPL", "name": "Poverty Line (in IDR)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Poverty line is an indicator of household expenditure to measure how much poor people live in particular district. Every people who has per capita expenditure below the poverty line will be deemed as poor people.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "SI.POV.NAPR.ZS", "name": "Poverty Rate (in % of population)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Poverty Rate: Number of people live below the poverty line compared to total population.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "SI.POV.NGAP", "name": "Poverty Gap (index)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Poverty Gap index: Average gap between expenditure of poor people and the poverty line.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "SI.POV.NOP1", "name": "Number of poor at $2.15 a day (2017 PPP) (millions)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "The number of people (millions) living on less than $1.90 a day (2011 PPP) ", "sourceOrganization": "World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).", "topics": []}
{"id": "SI.POV.NSEV", "name": "Poverty Severity (index)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SI.POV.RUGP", "name": "Rural poverty gap at national poverty lines (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Rural poverty gap at national poverty lines is the rural population's mean shortfall from the poverty lines (counting the nonpoor as having zero shortfall) as a percentage of the poverty lines. This measure reflects the depth of poverty as well as its incidence.", "sourceOrganization": "World Bank, Global Poverty Working Group. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country\u2013specific) poverty lines.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.RUHC", "name": "Rural poverty headcount ratio at national poverty lines (% of rural population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Rural poverty headcount ratio is the percentage of the rural population living below the national poverty lines.", "sourceOrganization": "World Bank, Global Poverty Working Group. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country\u2013specific) poverty lines.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.SOPO", "name": "Poverty headcount ratio at societal poverty line (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The poverty headcount ratio at societal poverty line is the percentage of a population living in poverty according to the World Bank's Societal Poverty Line. The Societal Poverty Line is expressed in purchasing power adjusted 2017 U.S. dollars and defined as max($2.15, $1.15 + 0.5*Median). This means that when the national median is sufficiently low, the Societal Poverty line is equivalent to the extreme poverty line, $2.15. For countries with a sufficiently high national median, the Societal Poverty Line grows as countries\u2019 median income grows.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": []}
{"id": "SI.POV.UMIC", "name": "Poverty headcount ratio at $6.85 a day (2017 PPP) (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Poverty headcount ratio at $6.85 a day is the percentage of the population living on less than $6.85 a day at 2017 international prices.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.UMIC.GP", "name": "Poverty gap at $6.85 a day (2017 PPP) (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Poverty gap at $6.85 a day (2017 PPP) is the mean shortfall in income or consumption from the poverty line $6.85 a day (counting the nonpoor as having zero shortfall), expressed as a percentage of the poverty line. This measure reflects the depth of poverty as well as its incidence.", "sourceOrganization": "World Bank, Poverty and Inequality Platform. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are mostly from the Luxembourg Income Study database. For more information and methodology, please see http://pip.worldbank.org.", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.POV.URGP", "name": "Urban poverty gap at national poverty lines (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Urban poverty gap at national poverty lines is the urban population's mean shortfall from the poverty lines (counting the nonpoor as having zero shortfall) as a percentage of the poverty lines. This measure reflects the depth of poverty as well as its incidence.", "sourceOrganization": "World Bank, Global Poverty Working Group. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country\u2013specific) poverty lines.", "topics": [{"id": "11", "value": "Poverty "}, {"id": "16", "value": "Urban Development "}]}
{"id": "SI.POV.URHC", "name": "Urban poverty headcount ratio at national poverty lines (% of urban population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Urban poverty headcount ratio is the percentage of the urban population living below the national poverty lines.", "sourceOrganization": "World Bank, Global Poverty Working Group. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country\u2013specific) poverty lines.", "topics": [{"id": "11", "value": "Poverty "}, {"id": "16", "value": "Urban Development "}]}
{"id": "SI.RMT.COST.IB.ZS", "name": "Average transaction cost of sending remittances to a specific country (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average transaction cost of sending remittance to a specific country is the average of the total transaction cost in percentage of the amount sent for sending USD 200 charged by each single remittance service provider (RSP) included in the Remittance Prices Worldwide (RPW) database to a specific country.", "sourceOrganization": "World Bank, Remittance Prices Worldwide, available at http://remittanceprices.worldbank.org", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "SI.RMT.COST.OB.ZS", "name": "Average transaction cost of sending remittances from a specific country (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average transaction cost of sending remittance from a specific country is the average of the total transaction cost in percentage of the amount sent for sending USD 200 charged by each single remittance service provider (RSP) included in the Remittance Prices Worldwide (RPW) database from a specific country.", "sourceOrganization": "World Bank, Remittance Prices Worldwide, available at http://remittanceprices.worldbank.org", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "SI.RMT.COST.ZS", "name": "Average transaction cost of remittances (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SI.SPR.PC40", "name": "Survey mean consumption or income per capita, bottom 40% of population (2017 PPP $ per day)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mean consumption or income per capita (2017 PPP $ per day) of the bottom 40%, used in calculating the growth rate in the welfare aggregate of the bottom 40% of the population in the income distribution in a country.", "sourceOrganization": "World Bank, Global Database of Shared Prosperity (GDSP) (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.SPR.PC40.05", "name": "Survey mean consumption or income per capita, bottom 40% (2005 PPP $ per day)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mean consumption or income per capita (2005 PPP $ per day) used in calculating the growth rate in the welfare aggregate of the bottom 40% of the population in the income distribution in a country.", "sourceOrganization": "World Bank, Global Database of Shared Prosperity (GDSP)  (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.SPR.PC40.ZG", "name": "Annualized average growth rate in per capita real survey mean consumption or income, bottom 40% of population (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The growth rate in the welfare aggregate of the bottom 40% is computed as the annualized average growth rate in per capita real consumption or income of the bottom 40% of the population in  the income distribution in a country from household surveys over a roughly 5-year period. Mean per capita real consumption or income is measured at 2017 Purchasing Power Parity (PPP) using the Poverty and Inequality Platform (http://www.pip.worldbank.org). For some countries means are not reported due to grouped and/or confidential data. The annualized growth rate is computed as (Mean in final year/Mean in initial year)^(1/(Final year - Initial year)) - 1.  The reference year is the year in which the underlying household survey data was collected. In cases for which the data collection period bridged two calendar years, the first year in which data were collected is reported. The initial year refers to the nearest survey collected 5 years before the most recent survey available, only surveys collected between 3 and 7 years before the most recent survey are considered.\n\nThe coverage and quality of the 2017 PPP price data for Iraq and most other North African and Middle Eastern countries were hindered by the exceptional period of instability they faced at the time of the 2017 exercise of the International Comparison Program. See the Poverty and Inequality Platform for detailed explanations.", "sourceOrganization": "World Bank, Global Database of Shared Prosperity (GDSP) (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.SPR.PCAP", "name": "Survey mean consumption or income per capita, total population (2017 PPP $ per day)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Mean consumption or income per capita (2017 PPP $ per day) used in calculating the growth rate in the welfare aggregate of total population.", "sourceOrganization": "World Bank, Global Database of Shared Prosperity (GDSP) (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.SPR.PCAP.05", "name": "Survey mean consumption or income per capita, total population (2005 PPP $ per day)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mean consumption or income per capita (2005 PPP $ per day) used in calculating the growth rate in the welfare aggregate of total population.", "sourceOrganization": "World Bank, Global Database of Shared Prosperity (GDSP) (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.SPR.PCAP.ZG", "name": "Annualized average growth rate in per capita real survey mean consumption or income, total population (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The growth rate in the welfare aggregate of the total population is computed as the annualized average growth rate in per capita real consumption or income of the total population in  the income distribution in a country from household surveys over a roughly 5-year period. Mean per capita real consumption or income is measured at 2017 Purchasing Power Parity (PPP) using the Poverty and Inequality Platform (http://www.pip.worldbank.org). For some countries means are not reported due to grouped and/or confidential data. The annualized growth rate is computed as (Mean in final year/Mean in initial year)^(1/(Final year - Initial year)) - 1.  The reference year is the year in which the underlying household survey data was collected. In cases for which the data collection period bridged two calendar years, the first year in which data were collected is reported. The initial year refers to the nearest survey collected 5 years before the most recent survey available, only surveys collected between 3 and 7 years before the most recent survey are considered. \n\nThe coverage and quality of the 2017 PPP price data for Iraq and most other North African and Middle Eastern countries were hindered by the exceptional period of instability they faced at the time of the 2017 exercise of the International Comparison Program. See the Poverty and Inequality Platform for detailed explanations.", "sourceOrganization": "World Bank, Global Database of Shared Prosperity (GDSP) (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).", "topics": [{"id": "11", "value": "Poverty "}]}
{"id": "SI.SPR.PGAP", "name": "Prosperity gap (average shortfall from a prosperity standard of $25/day)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The average shortfall from a prosperity standard of $25 per day (adjusted for differences in purchasing power parity across countries). It is measured as the average factor by which incomes fall short of $25.", "sourceOrganization": "World Bank\u2019s Poverty and Inequality Platform: http://pip.worldbank.org.", "topics": []}
{"id": "SL.AGR.0714.FE.ZS", "name": "Child employment in agriculture, female (% of female economically active children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment by economic activity refers to the distribution of economically active children by the major industrial categories of the International Standard Industrial Classification (ISIC). Agriculture corresponds to division 1 (ISIC revision 2), categories A and B (ISIC revision 3), or category A (ISIC revision 4) and includes hunting, forestry, and fishing. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.AGR.0714.MA.ZS", "name": "Child employment in agriculture, male (% of male economically active children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment by economic activity refers to the distribution of economically active children by the major industrial categories of the International Standard Industrial Classification (ISIC). Agriculture corresponds to division 1 (ISIC revision 2), categories A and B (ISIC revision 3), or category A (ISIC revision 4) and includes hunting, forestry, and fishing. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.AGR.0714.ZS", "name": "Child employment in agriculture (% of economically active children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment by economic activity refers to the distribution of economically active children by the major industrial categories of the International Standard Industrial Classification (ISIC). Agriculture corresponds to division 1 (ISIC revision 2), categories A and B (ISIC revision 3), or category A (ISIC revision 4) and includes hunting, forestry, and fishing. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.AGR.EMPL.FE.TO.ZS", "name": "Employees, agriculture, female (% of total agricultural employment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SL.AGR.EMPL.FE.ZS", "name": "Employment in agriculture, female (% of female employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The agriculture sector consists of activities in agriculture, hunting, forestry and fishing, in accordance with division 1 (ISIC 2) or categories A-B (ISIC 3) or category A (ISIC 4).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.AGR.EMPL.MA.ZS", "name": "Employment in agriculture, male (% of male employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The agriculture sector consists of activities in agriculture, hunting, forestry and fishing, in accordance with division 1 (ISIC 2) or categories A-B (ISIC 3) or category A (ISIC 4).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.AGR.EMPL.ZS", "name": "Employment in agriculture (% of total employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The agriculture sector consists of activities in agriculture, hunting, forestry and fishing, in accordance with division 1 (ISIC 2) or categories A-B (ISIC 3) or category A (ISIC 4).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.AGR.TOTL.IN.ZS", "name": "Labor force in agriculture (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SL.AGR.TOTL.MF", "name": "Labor Force, Agriculture (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SL.AGR.TOTL.ZS", "name": "Labor force in agriculture (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SL.ALL.SIZE.FE", "name": "Labor Force, Female (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SL.EMP.1524.SP.FE.NE.ZS", "name": "Employment to population ratio, ages 15-24, female (%) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15-24 are generally considered the youth population.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.1524.SP.FE.ZS", "name": "Employment to population ratio, ages 15-24, female (%) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15-24 are generally considered the youth population.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.1524.SP.MA.NE.ZS", "name": "Employment to population ratio, ages 15-24, male (%) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15-24 are generally considered the youth population.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.1524.SP.MA.ZS", "name": "Employment to population ratio, ages 15-24, male (%) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15-24 are generally considered the youth population.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.1524.SP.NE.ZS", "name": "Employment to population ratio, ages 15-24, total (%) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15-24 are generally considered the youth population.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.1524.SP.ZS", "name": "Employment to population ratio, ages 15-24, total (%) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15-24 are generally considered the youth population.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.AGR.FRST.FSH", "name": "Number of people employed in agriculture, forestry and fishery", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "All persons who worked for pay or assisted others in obtaining pay or profit for the duration at least one hour during the survey week, and are mainly employed in the agriculture, forestry and fishery sector.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.EMP.CNST", "name": "Number of people employed in construction sector", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "All persons who worked for pay or assisted others in obtaining pay or profit for the duration at least one hour during the survey week, and are mainly employed in the construction sector.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.EMP.ELC", "name": "Number of people employed in electricity and utilities sector", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "All persons who worked for pay or assisted others in obtaining pay or profit for the duration at least one hour during the survey week, and are mainly employed in the electricity and utilities sector.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.EMP.FINS", "name": "Number of people employed in financial services sector", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "All persons who worked for pay or assisted others in obtaining pay or profit for the duration at least one hour during the survey week, and are mainly employed in the financial services sector.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.EMP.IND", "name": "Number of people employed in industrial sector", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "All persons who worked for pay or assisted others in obtaining pay or profit for the duration at least one hour during the survey week, and are mainly employed in the industrial sector.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.EMP.INSV.FE.ZS", "name": "Share of women in wage employment in the nonagricultural sector (% of total nonagricultural employment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Share of women in wage employment in the nonagricultural sector is the share of female workers in wage employment in the nonagricultural sector (industry and services), expressed as a percentage of total employment in the nonagricultural sector. Industry includes mining and quarrying (including oil production), manufacturing, construction, electricity, gas, and water, corresponding to divisions 2-5 (ISIC revision 2) or tabulation categories C-F (ISIC revision 3). Services include wholesale and retail trade and restaurants and hotels; transport, storage, and communications; financing, insurance, real estate, and business services; and community, social, and personal services-corresponding to divisions 6-9 (ISIC revision 2) or tabulation categories G-Q (ISIC revision 3).", "sourceOrganization": "International Labour Organization.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.EMP.MINQ", "name": "Number of people employed in mining and quarrying sector", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "All persons who worked for pay or assisted others in obtaining pay or profit for the duration at least one hour during the survey week, and are mainly employed in the mining and quarrying sector.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.EMP.MPYR.FE.ZS", "name": "Employers, female (% of female employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employers are those workers who, working on their own account or with one or a few partners, hold the type of jobs defined as a \"self-employment jobs\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced), and, in this capacity, have engaged, on a continuous basis, one or more persons to work for them as employee(s).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.MPYR.MA.ZS", "name": "Employers, male (% of male employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employers are those workers who, working on their own account or with one or a few partners, hold the type of jobs defined as a \"self-employment jobs\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced), and, in this capacity, have engaged, on a continuous basis, one or more persons to work for them as employee(s).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.MPYR.ZS", "name": "Employers, total (% of total employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employers are those workers who, working on their own account or with one or a few partners, hold the type of jobs defined as a \"self-employment jobs\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced), and, in this capacity, have engaged, on a continuous basis, one or more persons to work for them as employee(s).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.OWAC.FE.ZS", "name": "Own-account workers, female (% of female employment) (modeled ILO estimate)", "unit": "", "source": {"id": "25", "value": "Jobs"}, "sourceNote": "Own-account workers are workers who, working on their own account or with one or more more partners, hold the types of jobs defined as \"self-employment jobs\" and have not engaged on a continuous basis any employees to work for them. Own account workers are a subcategory of \"self-employed\".", "sourceOrganization": "International Labour Organization, ILOSTAT database. Data retrieved in March 2017.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.OWAC.MA.ZS", "name": "Own-account workers, male (% of male employment) (modeled ILO estimate)", "unit": "", "source": {"id": "25", "value": "Jobs"}, "sourceNote": "Own-account workers are workers who, working on their own account or with one or more more partners, hold the types of jobs defined as \"self-employment jobs\" and have not engaged on a continuous basis any employees to work for them. Own account workers are a subcategory of \"self-employed\".", "sourceOrganization": "International Labour Organization, ILOSTAT database. Data retrieved in March 2017.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.OWAC.ZS", "name": "Own-account workers, total (% of total employment)", "unit": "", "source": {"id": "25", "value": "Jobs"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SL.EMP.SELF.FE.ZS", "name": "Self-employed, female (% of female employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Self-employed workers are those workers who, working on their own account or with one or a few partners or in cooperative, hold the type of jobs defined as a \"self-employment jobs.\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced. Self-employed workers include four sub-categories of employers, own-account workers, members of producers' cooperatives, and contributing family workers.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.SELF.MA.ZS", "name": "Self-employed, male (% of male employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Self-employed workers are those workers who, working on their own account or with one or a few partners or in cooperative, hold the type of jobs defined as a \"self-employment jobs.\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced. Self-employed workers include four sub-categories of employers, own-account workers, members of producers' cooperatives, and contributing family workers.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.SELF.ZS", "name": "Self-employed, total (% of total employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Self-employed workers are those workers who, working on their own account or with one or a few partners or in cooperative, hold the type of jobs defined as a \"self-employment jobs.\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced. Self-employed workers include four sub-categories of employers, own-account workers, members of producers' cooperatives, and contributing family workers.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.SMGT.FE.ZS", "name": "Female share of employment in senior and middle management (%) ", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The proportion of females in total employment in senior and middle management. It corresponds to major group 1 in both ISCO-08 and ISCO-88 minus category 14 in ISCO-08 (hospitality, retail and other services managers) and minus category 13 in ISCO-88 (general managers), since these comprise mainly managers of small enterprises.", "sourceOrganization": "International Labour Organization. \u201cLabour Market-related SDG Indicators database (ILOSDG)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.SOCL", "name": "Number of people employed in social services sector", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "All persons who worked for pay or assisted others in obtaining pay or profit for the duration at least one hour during the survey week, and are mainly employed in the social services sector.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": [{}]}
{"id": "SL.EMP.TOTL", "name": "Number of people employed", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total employment shows the total number employed ages 15 and over.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.EMP.TOTL.FE", "name": "Total employment, female (ages 15+)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total employment shows the total number employed ages 15 and over.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.EMP.TOTL.MA", "name": "Total employment, male (ages 15+)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total employment shows the total number employed ages 15 and over.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.EMP.TOTL.SP.FE.NE.ZS", "name": "Employment to population ratio, 15+, female (%) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15 and older are generally considered the working-age population.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.TOTL.SP.FE.ZS", "name": "Employment to population ratio, 15+, female (%) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15 and older are generally considered the working-age population.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.TOTL.SP.MA.NE.ZS", "name": "Employment to population ratio, 15+, male (%) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15 and older are generally considered the working-age population.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.TOTL.SP.MA.ZS", "name": "Employment to population ratio, 15+, male (%) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15 and older are generally considered the working-age population.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.TOTL.SP.NE.ZS", "name": "Employment to population ratio, 15+, total (%) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15 and older are generally considered the working-age population.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.TOTL.SP.ZS", "name": "Employment to population ratio, 15+, total (%) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment to population ratio is the proportion of a country's population that is employed. Employment is defined as persons of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period (i.e. who worked in a job for at least one hour) or not at work due to temporary absence from a job, or to working-time arrangements. Ages 15 and older are generally considered the working-age population.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.EMP.TRAD", "name": "Number of people employed in trade, hotel and restaurant sector", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "All persons who worked for pay or assisted others in obtaining pay or profit for the duration at least one hour during the survey week, and are mainly employed in the trade, hotel and restaurant sector.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.EMP.TRAN", "name": "Number of people employed in transportation and telecommunication sector", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "All persons who worked for pay or assisted others in obtaining pay or profit for the duration at least one hour during the survey week, and are mainly employed in the transportation and telecommunication sector.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.EMP.UNDR", "name": "Number of people underemployed", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "All persons who worked for pay or assisted others in obtaining pay or profit for less than 35 hours per week.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.EMP.UNDR.FE.ZS", "name": "Time-related underemployment, female (% of employment)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Time-related underemployment refers to all persons in employment who (i) wanted to work additional hours, (ii) had worked less than a specified hours threshold (working time in all jobs), and (iii) were available to work additional hours given an opportunity for more work.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed September 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.UNDR.MA.ZS", "name": "Time-related underemployment, male (% of employment)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Time-related underemployment refers to all persons in employment who (i) wanted to work additional hours, (ii) had worked less than a specified hours threshold (working time in all jobs), and (iii) were available to work additional hours given an opportunity for more work.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed September 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.VULN.FE.ZS", "name": "Vulnerable employment, female (% of female employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Vulnerable employment is contributing family workers and own-account workers as a percentage of total employment.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on data obtained from International Labour Organization, ILOSTAT at https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.EMP.VULN.MA.ZS", "name": "Vulnerable employment, male (% of male employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Vulnerable employment is contributing family workers and own-account workers as a percentage of total employment.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on data obtained from International Labour Organization, ILOSTAT at https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.EMP.VULN.ZS", "name": "Vulnerable employment, total (% of total employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Vulnerable employment is contributing family workers and own-account workers as a percentage of total employment.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on data obtained from International Labour Organization, ILOSTAT at https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "2", "value": "Aid Effectiveness "}]}
{"id": "SL.EMP.WORK.FE.ZS", "name": "Wage and salaried workers, female (% of female employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Wage and salaried workers (employees) are those workers who hold the type of jobs defined as \"paid employment jobs,\" where the incumbents hold explicit (written or oral) or implicit employment contracts that give them a basic remuneration that is not directly dependent upon the revenue of the unit for which they work.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.WORK.MA.ZS", "name": "Wage and salaried workers, male (% of male employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Wage and salaried workers (employees) are those workers who hold the type of jobs defined as \"paid employment jobs,\" where the incumbents hold explicit (written or oral) or implicit employment contracts that give them a basic remuneration that is not directly dependent upon the revenue of the unit for which they work.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.EMP.WORK.ZS", "name": "Wage and salaried workers, total (% of total employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Wage and salaried workers (employees) are those workers who hold the type of jobs defined as \"paid employment jobs,\" where the incumbents hold explicit (written or oral) or implicit employment contracts that give them a basic remuneration that is not directly dependent upon the revenue of the unit for which they work.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.FAM.0714.FE.ZS", "name": "Children in employment, unpaid family workers, female (% of female children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Unpaid family workers are people who work without pay in a market-oriented establishment operated by a related person living in the same household.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.FAM.0714.MA.ZS", "name": "Children in employment, unpaid family workers, male (% of male children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Unpaid family workers are people who work without pay in a market-oriented establishment operated by a related person living in the same household.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.FAM.0714.ZS", "name": "Children in employment, unpaid family workers (% of children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Unpaid family workers are people who work without pay in a market-oriented establishment operated by a related person living in the same household.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.FAM.WORK.FE.ZS", "name": "Contributing family workers, female (% of female employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Contributing family workers are those workers who hold \"self-employment jobs\" as own-account workers in a market-oriented establishment operated by a related person living in the same household.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.FAM.WORK.MA.ZS", "name": "Contributing family workers, male (% of male employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Contributing family workers are those workers who hold \"self-employment jobs\" as own-account workers in a market-oriented establishment operated by a related person living in the same household.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.FAM.WORK.ZS", "name": "Contributing family workers, total (% of total employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Contributing family workers are those workers who hold \"self-employment jobs\" as own-account workers in a market-oriented establishment operated by a related person living in the same household.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.GDP.PCAP.EM.KD", "name": "GDP per person employed (constant 2021 PPP $)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "GDP per person employed is gross domestic product (GDP) divided by total employment in the economy. Purchasing power parity (PPP) GDP is GDP converted to 2021 constant international dollars using PPP rates. An international dollar has the same purchasing power over GDP that a U.S. dollar has in the United States.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on employment, population, GDP, and PPP data obtained from International Labour Organization, United Nations Population Division, Eurostat, OECD, and World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.GDP.PCAP.EM.KD.ZG", "name": "GDP per person employed (annual % growth)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "GDP per person employed is gross domestic product (GDP) divided by total employment in the economy.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.GDP.PCAP.EM.XD", "name": "GDP per person employed, index (1980 = 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "GDP per person employed is presented as an index with base year 2000 = 100. GDP per person employed is gross domestic product (GDP) divided by total employment.", "sourceOrganization": "Derived using data from International Labour Organization, ILOSTAT database. The data retrieved in March 1, 2020.", "topics": []}
{"id": "SL.IND.EMPL.FE.ZS", "name": "Employment in industry, female (% of female employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The industry sector consists of mining and quarrying, manufacturing, construction, and public utilities (electricity, gas, and water), in accordance with divisions 2-5 (ISIC 2) or categories C-F (ISIC 3) or categories B-F (ISIC 4).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.IND.EMPL.MA.ZS", "name": "Employment in industry, male (% of male employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The industry sector consists of mining and quarrying, manufacturing, construction, and public utilities (electricity, gas, and water), in accordance with divisions 2-5 (ISIC 2) or categories C-F (ISIC 3) or categories B-F (ISIC 4).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.IND.EMPL.ZS", "name": "Employment in industry (% of total employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The industry sector consists of mining and quarrying, manufacturing, construction, and public utilities (electricity, gas, and water), in accordance with divisions 2-5 (ISIC 2) or categories C-F (ISIC 3) or categories B-F (ISIC 4).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.ISV.IFRM.FE.ZS", "name": "Informal employment, female (% of total non-agricultural employment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Employment in the informal economy as a percentage of total non-agricultural employment. It basically includes all jobs in unregistered and/or small-scale private unincorporated enterprises that produce goods or services meant for sale or barter. Self-employed street vendors, taxi drivers and home-base workers, regardless of size, are all considered enterprises. However, agricultural and related activities, households producing goods exclusively for their own use (e.g. subsistence farming, domestic housework, care work, and employment of paid domestic workers), and volunteer services rendered to the community are excluded.", "sourceOrganization": "International Labour Organization, ILOSTAT database. Data retrieved in September 20, 2020.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.ISV.IFRM.MA.ZS", "name": "Informal employment, male (% of total non-agricultural employment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Employment in the informal economy as a percentage of total non-agricultural employment. It basically includes all jobs in unregistered and/or small-scale private unincorporated enterprises that produce goods or services meant for sale or barter. Self-employed street vendors, taxi drivers and home-base workers, regardless of size, are all considered enterprises. However, agricultural and related activities, households producing goods exclusively for their own use (e.g. subsistence farming, domestic housework, care work, and employment of paid domestic workers), and volunteer services rendered to the community are excluded.", "sourceOrganization": "International Labour Organization, ILOSTAT database. Data retrieved in September 20, 2020.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.ISV.IFRM.ZS", "name": "Informal employment (% of total non-agricultural employment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Employment in the informal economy as a percentage of total non-agricultural employment. It basically includes all jobs in unregistered and/or small-scale private unincorporated enterprises that produce goods or services meant for sale or barter. Self-employed street vendors, taxi drivers and home-base workers, regardless of size, are all considered enterprises. However, agricultural and related activities, households producing goods exclusively for their own use (e.g. subsistence farming, domestic housework, care work, and employment of paid domestic workers), and volunteer services rendered to the community are excluded.", "sourceOrganization": "International Labour Organization, ILOSTAT database. Data retrieved in September 20, 2020.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.MNF.0714.FE.ZS", "name": "Child employment in manufacturing, female (% of female economically active children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment by economic activity refers to the distribution of economically active children by the major industrial categories of the International Standard Industrial Classification (ISIC). Manufacturing corresponds to division 3 (ISIC revision 2), category D (ISIC revision 3), or category C (ISIC revision 4). Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.MNF.0714.MA.ZS", "name": "Child employment in manufacturing, male (% of male economically active children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment by economic activity refers to the distribution of economically active children by the major industrial categories of the International Standard Industrial Classification (ISIC). Manufacturing corresponds to division 3 (ISIC revision 2), category D (ISIC revision 3), or category C (ISIC revision 4). Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.MNF.0714.ZS", "name": "Child employment in manufacturing (% of economically active children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment by economic activity refers to the distribution of economically active children by the major industrial categories of the International Standard Industrial Classification (ISIC). Manufacturing corresponds to division 3 (ISIC revision 2), category D (ISIC revision 3), or category C (ISIC revision 4). Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.MNF.WAGE.FM", "name": "Ratio of female to male wages in manufacturing (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Ratio of female to male wages in manufacturing refers to female to male wages and salaries in manufacturing.", "sourceOrganization": "Derived using data from International Labour Organization, ILOSTAT database. Data retrieved in September 2019.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.SLF.0714.FE.ZS", "name": "Children in employment, self-employed, female (% of female children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Self-employed workers are people whose remuneration depends directly on the profits derived from the goods and services they produce, with or without other employees, and include employers, own-account workers, and members of producers cooperatives.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.SLF.0714.MA.ZS", "name": "Children in employment, self-employed, male (% of male children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Self-employed workers are people whose remuneration depends directly on the profits derived from the goods and services they produce, with or without other employees, and include employers, own-account workers, and members of producers cooperatives.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.SLF.0714.ZS", "name": "Children in employment, self-employed (% of children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Self-employed workers are people whose remuneration depends directly on the profits derived from the goods and services they produce, with or without other employees, and include employers, own-account workers, and members of producers cooperatives.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.SRV.0714.FE.ZS", "name": "Child employment in services, female (% of female economically active children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment by economic activity refers to the distribution of economically active children by the major industrial categories of the International Standard Industrial Classification (ISIC). Services correspond to divisions 6-9 (ISIC revision 2), categories G-P (ISIC revision 3), or categories G-U (ISIC revision 4). Services include wholesale and retail trade, hotels and restaurants, transport, financial intermediation, real estate, public administration, education, health and social work, other community services, and private household activity. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.SRV.0714.MA.ZS", "name": "Child employment in services, male (% of male economically active children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment by economic activity refers to the distribution of economically active children by the major industrial categories of the International Standard Industrial Classification (ISIC). Services correspond to divisions 6-9 (ISIC revision 2), categories G-P (ISIC revision 3), or categories G-U (ISIC revision 4). Services include wholesale and retail trade, hotels and restaurants, transport, financial intermediation, real estate, public administration, education, health and social work, other community services, and private household activity. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.SRV.0714.ZS", "name": "Child employment in services (% of economically active children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment by economic activity refers to the distribution of economically active children by the major industrial categories of the International Standard Industrial Classification (ISIC). Services correspond to divisions 6-9 (ISIC revision 2), categories G-P (ISIC revision 3), or categories G-U (ISIC revision 4). Services include wholesale and retail trade, hotels and restaurants, transport, financial intermediation, real estate, public administration, education, health and social work, other community services, and private household activity. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.SRV.EMPL.FE.ZS", "name": "Employment in services, female (% of female employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The services sector consists of wholesale and retail trade and restaurants and hotels; transport, storage, and communications; financing, insurance, real estate, and business services; and community, social, and personal services, in accordance with divisions 6-9 (ISIC 2) or categories G-Q (ISIC 3) or categories G-U (ISIC 4).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.SRV.EMPL.MA.ZS", "name": "Employment in services, male (% of male employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The services sector consists of wholesale and retail trade and restaurants and hotels; transport, storage, and communications; financing, insurance, real estate, and business services; and community, social, and personal services, in accordance with divisions 6-9 (ISIC 2) or categories G-Q (ISIC 3) or categories G-U (ISIC 4).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.SRV.EMPL.ZS", "name": "Employment in services (% of total employment) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The services sector consists of wholesale and retail trade and restaurants and hotels; transport, storage, and communications; financing, insurance, real estate, and business services; and community, social, and personal services, in accordance with divisions 6-9 (ISIC 2) or categories G-Q (ISIC 3) or categories G-U (ISIC 4).", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 07, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF", "name": "Number of people in labor force", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Persons 15 year old and over who were working, temporarily absent from work but having jobs, which both are categorized as employed, and those who did not have work and were looking for work.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.TLF.0714.FE.ZS", "name": "Children in employment, female (% of female children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.0714.MA.ZS", "name": "Children in employment, male (% of male children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.0714.SW.FE.TM", "name": "Average working hours of children, study and work, female, ages 7-14 (hours per week)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average working hours of children studying and working refer to the average weekly working hours of those children who are attending school in combination with economic activity.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.0714.SW.FE.ZS", "name": "Children in employment, study and work, female (% of female children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Study and work refer to children attending school in combination with economic activity.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.0714.SW.MA.TM", "name": "Average working hours of children, study and work, male, ages 7-14 (hours per week)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average working hours of children studying and working refer to the average weekly working hours of those children who are attending school in combination with economic activity.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.0714.SW.MA.ZS", "name": "Children in employment, study and work, male (% of male children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Study and work refer to children attending school in combination with economic activity.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.0714.SW.TM", "name": "Average working hours of children, study and work, ages 7-14 (hours per week)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average working hours of children studying and working refer to the average weekly working hours of those children who are attending school in combination with economic activity.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.0714.SW.ZS", "name": "Children in employment, study and work (% of children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Study and work refer to children attending school in combination with economic activity.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.0714.WK.FE.TM", "name": "Average working hours of children, working only, female, ages 7-14 (hours per week)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average working hours of children working only refers to the average weekly working hours of those children who are involved in economic activity and not attending school.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.0714.WK.FE.ZS", "name": "Children in employment, work only, female (% of female children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Work only refers to children involved in economic activity and not attending school.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.0714.WK.MA.TM", "name": "Average working hours of children, working only, male, ages 7-14 (hours per week)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average working hours of children working only refers to the average weekly working hours of those children who are involved in economic activity and not attending school.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.0714.WK.MA.ZS", "name": "Children in employment, work only, male (% of male children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Work only refers to children involved in economic activity and not attending school.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.0714.WK.TM", "name": "Average working hours of children, working only, ages 7-14 (hours per week)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Average working hours of children working only refers to the average weekly working hours of those children who are involved in economic activity and not attending school.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.0714.WK.ZS", "name": "Children in employment, work only (% of children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Work only refers to children involved in economic activity and not attending school.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.0714.ZS", "name": "Children in employment, total (% of children ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.1524.FE.IN", "name": "Labor force (15-24 years), female", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total labor force comprises people ages 15 to 24 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.1524.FE.ZS", "name": "Labor force (15-24 years), female (% of total labor force 15-24 years)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor participation rate, female (% of female population ages 15-24)", "sourceOrganization": "ILO Key Indicators of the Labour Market (KILM).", "topics": []}
{"id": "SL.TLF.1524.IN", "name": "Labor force (15-24 years), total", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total labor force comprises people ages 15-24 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.1524.MA.IN", "name": "Labor force (15-24 years), male", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total labor force comprises people ages 15 to 24 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.1524.MA.ZS", "name": "Labor force (15-24 years), male (% of total labor force 15-24 years)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor participation rate, male (% of male population ages 15-24)", "sourceOrganization": "ILO Key Indicators of the Labour Market (KILM).", "topics": []}
{"id": "SL.TLF.1564.FE.IN", "name": "Labor force (15-64 years), female", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The labor force comprising people ages 15 to 64 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.1564.FE.ZS", "name": "Labor force (15-64 years), female (% of total labor force 15-64 years)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The labor force comprising people ages 15 to 64 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.1564.IN", "name": "Labor force (15-64 years), total", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The labor force comprising people ages 15 to 64 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.1564.MA.IN", "name": "Labor force (15-64 years), male", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The labor force comprising people ages 15 to 64 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.1564.MA.ZS", "name": "Labor force (15-64 years), male (% of total labor force 15-64 years)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The labor force comprising people ages 15 to 64 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.ACTI.1524.FE.NE.ZS", "name": "Labor force participation rate for ages 15-24, female (%) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.ACTI.1524.FE.ZS", "name": "Labor force participation rate for ages 15-24, female (%) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.ACTI.1524.MA.NE.ZS", "name": "Labor force participation rate for ages 15-24, male (%) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.ACTI.1524.MA.ZS", "name": "Labor force participation rate for ages 15-24, male (%) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.ACTI.1524.NE.ZS", "name": "Labor force participation rate for ages 15-24, total (%) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.ACTI.1524.ZS", "name": "Labor force participation rate for ages 15-24, total (%) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.ACTI.FE.ZS", "name": "Labor force participation rate, female (% of female population ages 15-64) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15-64 that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.ACTI.MA.ZS", "name": "Labor force participation rate, male (% of male population ages 15-64) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15-64 that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.ACTI.ZS", "name": "Labor force participation rate, total (% of total population ages 15-64) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15-64 that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cILO modelled estimates database\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.ADVN.FE.ZS", "name": "Labor force with advanced education, female (% of female working-age population with advanced education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The ratio of the labor force with advanced education to the working-age population with advanced education. Advanced education comprises short-cycle tertiary education, a bachelor\u2019s degree or equivalent education level, a master\u2019s degree or equivalent education level, or doctoral degree or equivalent education level according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.ADVN.MA.ZS", "name": "Labor force with advanced education, male (% of male working-age population with advanced education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The ratio of the labor force with advanced education to the working-age population with advanced education. Advanced education comprises short-cycle tertiary education, a bachelor\u2019s degree or equivalent education level, a master\u2019s degree or equivalent education level, or doctoral degree or equivalent education level according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.ADVN.ZS", "name": "Labor force with advanced education (% of total working-age population with advanced education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The ratio of the labor force with advanced education to the working-age population with advanced education. Advanced education comprises short-cycle tertiary education, a bachelor\u2019s degree or equivalent education level, a master\u2019s degree or equivalent education level, or doctoral degree or equivalent education level according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.BASC.FE.ZS", "name": "Labor force with basic education, female (% of female working-age population with basic education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The ratio of the labor force with basic education to the working-age population with basic education. Basic education comprises primary education or lower secondary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.BASC.MA.ZS", "name": "Labor force with basic education, male (% of male working-age population with basic education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The ratio of the labor force with basic education to the working-age population with basic education. Basic education comprises primary education or lower secondary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.BASC.ZS", "name": "Labor force with basic education (% of total working-age population with basic education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The ratio of the labor force with basic education to the working-age population with basic education. Basic education comprises primary education or lower secondary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.CACT.2534.FE.ZS", "name": "Labor participation rate, female (% of female population ages 25-34)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 25-34 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.2534.MA.ZS", "name": "Labor participation rate, male (% of male population ages 25-34)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 25-34 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.2534.ZS", "name": "Labor participation rate, total (% of total population ages 25-34)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 25-34 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.2554.FE.ZS", "name": "Labor participation rate, female (% of female population ages 25-54)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 25-54 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.2554.MA.ZS", "name": "Labor participation rate, male (% of male population ages 25-54)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 25-54 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.2554.ZS", "name": "Labor participation rate, total (% of total population ages 25-54)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 25-54 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.3554.FE.ZS", "name": "Labor participation rate, female (% of female population ages 35-54)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 35-54 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.3554.MA.ZS", "name": "Labor participation rate, male (% of male population ages 35-54)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 35-54 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.3554.ZS", "name": "Labor participation rate, total (% of total population ages 35-54)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 35-54 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.5564.FE.ZS", "name": "Labor participation rate, female (% of female population ages 55-64)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 55-64 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.5564.MA.ZS", "name": "Labor participation rate, male (% of male population ages 55-64)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 55-64 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{}]}
{"id": "SL.TLF.CACT.5564.ZS", "name": "Labor participation rate, total (% of total population ages 55-64)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 55-64 that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.65UP.FE.ZS", "name": "Labor participation rate, female (% of female population ages 65+)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 65 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.65UP.MA.ZS", "name": "Labor participation rate, male (% of male population ages 65+)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 65 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.65UP.ZS", "name": "Labor participation rate, total (% of total population ages 65+)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 65 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.  The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": []}
{"id": "SL.TLF.CACT.FE.NE.ZS", "name": "Labor force participation rate, female (% of female population ages 15+) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.CACT.FE.ZS", "name": "Labor force participation rate, female (% of female population ages 15+) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.CACT.FM.NE.ZS", "name": "Ratio of female to male labor force participation rate (%) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period. Ratio of female to male labor force participation rate is calculated by dividing female labor force participation rate by male labor force participation rate and multiplying by 100.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on data obtained from International Labour Organization, ILOSTAT at https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.CACT.FM.ZS", "name": "Ratio of female to male labor force participation rate (%) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period. Ratio of female to male labor force participation rate is calculated by dividing female labor force participation rate by male labor force participation rate and multiplying by 100.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on data obtained from International Labour Organization, ILOSTAT at https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.CACT.MA.NE.ZS", "name": "Labor force participation rate, male (% of male population ages 15+) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.CACT.MA.ZS", "name": "Labor force participation rate, male (% of male population ages 15+) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.TLF.CACT.NE.ZS", "name": "Labor force participation rate, total (% of total population ages 15+) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.CACT.ZS", "name": "Labor force participation rate, total (% of total population ages 15+) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed February 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.CHLD", "name": "Labor force, children 10-14 (% of age group)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SL.TLF.CHLD.ZS", "name": "Labor force, children 10-14 (% of age group)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SL.TLF.INTM.FE.ZS", "name": "Labor force with intermediate education, female (% of female working-age population with intermediate education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The ratio of the labor force with intermediate education to the working-age population with intermediate education. Intermediate education comprises upper secondary or post-secondary non tertiary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.INTM.MA.ZS", "name": "Labor force with intermediate education, male (% of male working-age population with intermediate education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The ratio of the labor force with intermediate education to the working-age population with intermediate education. Intermediate education comprises upper secondary or post-secondary non tertiary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.INTM.ZS", "name": "Labor force with intermediate education (% of total working-age population with intermediate education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The ratio of the labor force with intermediate education to the working-age population with intermediate education. Intermediate education comprises upper secondary or post-secondary non tertiary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.PART.FE.ZS", "name": "Part time employment, female (% of total female employment)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Part time employment refers to regular employment in which working time is substantially less than normal. Definitions of part time employment differ by country.", "sourceOrganization": "International Labour Organization. \u201cWages and Working Time Statistics database (COND)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.PART.MA.ZS", "name": "Part time employment, male (% of total male employment)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Part time employment refers to regular employment in which working time is substantially less than normal. Definitions of part time employment differ by country.", "sourceOrganization": "International Labour Organization. \u201cWages and Working Time Statistics database (COND)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.PART.TL.FE.ZS", "name": "Part time employment, female (% of total part time employment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Part time employment refers to regular employment in which working time is substantially less than normal. Definitions of part time employment differ by country.", "sourceOrganization": "International Labour Organization, ILOSTAT database. Data retrieved in March 1, 2020.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.PART.ZS", "name": "Part time employment, total (% of total employment)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Part time employment refers to regular employment in which working time is substantially less than normal. Definitions of part time employment differ by country.", "sourceOrganization": "International Labour Organization. \u201cWages and Working Time Statistics database (COND)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.PRIM.FE.ZS", "name": "Labor force with primary education, female (% of female labor force)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Female labor force with primary education is the share of the female labor force that attained or completed primary education as the highest level of education.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.PRIM.MA.ZS", "name": "Labor force with primary education, male (% of male labor force)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Male labor force with primary education is the share of the male labor force that attained or completed primary education as the highest level of education.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.PRIM.ZS", "name": "Labor force with primary education (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Labor force with primary education is the share of the total labor force that attained or completed primary education as the highest level of education.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.SECO.FE.ZS", "name": "Labor force with secondary education, female (% of female labor force)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Female labor force with secondary education is the share of the female labor force that attained or completed secondary education as the highest level of education.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.SECO.MA.ZS", "name": "Labor force with secondary education, male (% of male labor force)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Male labor force with secondary education is the share of the male labor force that attained or completed secondary education as the highest level of education.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.SECO.ZS", "name": "Labor force with secondary education (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Labor force with secondary education is the share of the total labor force that attained or completed secondary education as the highest level of education.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.TERT.FE.ZS", "name": "Labor force with tertiary education, female (% of female labor force)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Female labor force with tertiary education is the share of the female labor force that attained or completed tertiary education as the highest level of education.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.TERT.MA.ZS", "name": "Labor force with tertiary education, male (% of male labor force)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Male labor force with tertiary education is the share of the male labor force that attained or completed tertiary education as the highest level of education.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.TERT.ZS", "name": "Labor force with tertiary education (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Labor force with tertiary education is the share of the total labor force that attained or completed tertiary education as the highest level of education.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.TOTL.FE.IN", "name": "Labor force, female", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female labor force comprises women ages 15 and older who supply labor for the production of goods and services during a specified period. It includes people who are currently employed and people who are unemployed but seeking work as well as first-time job-seekers. Not everyone who works is included, however. Unpaid workers, family workers, and students are often omitted, and some countries do not count members of the armed forces. Labor force size tends to vary during the year as seasonal workers enter and leave.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on data obtained from International Labour Organization and United Nations Population Division.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.TOTL.FE.IN.ZS", "name": "Labor Force, Female (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SL.TLF.TOTL.FE.ZS", "name": "Labor force, female (% of total labor force)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female labor force as a percentage of the total show the extent to which women are active in the labor force. Labor force comprises people ages 15 and older who supply labor for the production of goods and services during a specified period.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on data obtained from International Labour Organization and United Nations Population Division.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.TLF.TOTL.IN", "name": "Labor force, total", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Labor force comprises people ages 15 and older who supply labor for the production of goods and services during a specified period. It includes people who are currently employed and people who are unemployed but seeking work as well as first-time job-seekers. Not everyone who works is included, however. Unpaid workers, family workers, and students are often omitted, and some countries do not count members of the armed forces. Labor force size tends to vary during the year as seasonal workers enter and leave.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on data obtained from International Labour Organization and United Nations Population Division.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.TLF.TOTL.IN.ZG", "name": "Labor force growth, total (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SL.TLF.TOTL.MA.IN", "name": "Labor force, male", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Male labor force comprises all males who meet the International Labour Organization's definition of the economically active population.", "sourceOrganization": "International Labour Organization, using World Bank population estimates.", "topics": []}
{"id": "SL.TLF.TOTL.MA.ZS", "name": "Labor force, male (% of total labor force)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Male labor force as a percentage of the total show the extent to which men are active in the labor force. Labor force comprises people ages 15 and older who meet the International Labour Organization's definition of the economically active population.", "sourceOrganization": "International Labour Organization, using World Bank population estimates.", "topics": []}
{"id": "SL.UEM.1524.FE.NE.ZS", "name": "Unemployment, youth female (% of female labor force ages 15-24) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.1524.FE.ZS", "name": "Unemployment, youth female (% of female labor force ages 15-24) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed June 18, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.1524.FM.NE.ZS", "name": "Ratio of female to male youth unemployment rate (%) (national estimate)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Ratio of female to male youth unemployment is the percentage of female to male youth unemployment rates.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on data obtained from International Labour Organization, ILOSTAT at https://ilostat.ilo.org/data/.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.1524.FM.ZS", "name": "Ratio of female to male youth unemployment rate (% ages 15-24) (modeled ILO estimate)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Ratio of female to male youth unemployment is the percentage of female to male youth unemployment rates.", "sourceOrganization": "World Bank, World Development Indicators database. Estimates are based on data obtained from International Labour Organization, ILOSTAT at https://ilostat.ilo.org/data/.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.1524.MA.NE.ZS", "name": "Unemployment, youth male (% of male labor force ages 15-24) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.1524.MA.ZS", "name": "Unemployment, youth male (% of male labor force ages 15-24) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed June 18, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.1524.NE.ZS", "name": "Unemployment, youth total (% of total labor force ages 15-24) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.1524.ZS", "name": "Unemployment, youth total (% of total labor force ages 15-24) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed June 18, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.ADVN.FE.ZS", "name": "Unemployment with advanced education, female (% of female labor force with advanced education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the labor force with an advanced level of education who are unemployed. Advanced education comprises short-cycle tertiary education, a bachelor\u2019s degree or equivalent education level, a master\u2019s degree or equivalent education level, or doctoral degree or equivalent education level according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.ADVN.MA.ZS", "name": "Unemployment with advanced education, male (% of male labor force with advanced education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the labor force with an advanced level of education who are unemployed. Advanced education comprises short-cycle tertiary education, a bachelor\u2019s degree or equivalent education level, a master\u2019s degree or equivalent education level, or doctoral degree or equivalent education level according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.ADVN.ZS", "name": "Unemployment with advanced education (% of total labor force with advanced education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the labor force with an advanced level of education who are unemployed. Advanced education comprises short-cycle tertiary education, a bachelor\u2019s degree or equivalent education level, a master\u2019s degree or equivalent education level, or doctoral degree or equivalent education level according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.BASC.FE.ZS", "name": "Unemployment with basic education, female (% of female labor force with basic education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the labor force with a basic level of education who are unemployed. Basic education comprises primary education or lower secondary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.BASC.MA.ZS", "name": "Unemployment with basic education, male (% of male labor force with basic education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the labor force with a basic level of education who are unemployed. Basic education comprises primary education or lower secondary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.BASC.ZS", "name": "Unemployment with basic education (% of total labor force with basic education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the labor force with a basic level of education who are unemployed. Basic education comprises primary education or lower secondary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.INTM.FE.ZS", "name": "Unemployment with intermediate education, female (% of female labor force with intermediate education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the labor force with an intermediate level of education who are unemployed. Intermediate education comprises upper secondary or post-secondary non tertiary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.INTM.MA.ZS", "name": "Unemployment with intermediate education, male (% of male labor force with intermediate education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the labor force with an intermediate level of education who are unemployed. Intermediate education comprises upper secondary or post-secondary non tertiary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.INTM.ZS", "name": "Unemployment with intermediate education (% of total labor force with intermediate education)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of the labor force with an intermediate level of education who are unemployed. Intermediate education comprises upper secondary or post-secondary non tertiary education according to the International Standard Classification of Education 2011 (ISCED 2011).", "sourceOrganization": "International Labour Organization. \u201cEducation and Mismatch Indicators database (EMI)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.LTRM.FE.ZS", "name": "Long-term unemployment, female (% of female unemployment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Long-term unemployment refers to the number of people with continuous periods of unemployment extending for a year or longer, expressed as a percentage of the total unemployed.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.LTRM.MA.ZS", "name": "Long-term unemployment, male (% of male unemployment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Long-term unemployment refers to the number of people with continuous periods of unemployment extending for a year or longer, expressed as a percentage of the total unemployed.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.LTRM.ZS", "name": "Long-term unemployment (% of total unemployment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Long-term unemployment refers to the number of people with continuous periods of unemployment extending for a year or longer, expressed as a percentage of the total unemployed.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.NEET.FE.ME.ZS", "name": "Share of youth not in education, employment or training, female (% of female youth population) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment, or training to the population of the corresponding age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database ( ILOEST )\u201d ILOSTAT. Accessed September 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.NEET.FE.ZS", "name": "Share of youth not in education, employment or training, female (% of female youth population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment, or training to the population of the corresponding age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.NEET.MA.ME.ZS", "name": "Share of youth not in education, employment or training, male (% of male youth population)  (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment, or training to the population of the corresponding age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database ( ILOEST )\u201d ILOSTAT. Accessed September 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.NEET.MA.ZS", "name": "Share of youth not in education, employment or training, male (% of male youth population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment, or training to the population of the corresponding age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.NEET.ME.ZS", "name": "Share of youth not in education, employment or training, total (% of youth population)  (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment, or training to the population of the corresponding age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database ( ILOEST )\u201d ILOSTAT. Accessed September 06, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.NEET.ZS", "name": "Share of youth not in education, employment or training, total (% of youth population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment, or training to the population of the corresponding age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.PRIM.FE.ZS", "name": "Unemployment with primary education, female (% of female unemployment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Female unemployment with primary education is the share of the female unemployed who attained or completed primary education as the highest level.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.PRIM.MA.ZS", "name": "Unemployment with primary education, male (% of male unemployment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Male unemployment with primary education is the share of the male unemployed who attained or completed primary education as the highest level.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.PRIM.ZS", "name": "Unemployment with primary education (% of total unemployment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Unemployment with primary education is the share of the total unemployed who attained or completed primary education as the highest level.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.SECO.FE.ZS", "name": "Unemployment with secondary education, female (% of female unemployment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Female unemployment with secondary education is the share of the female unemployed who attained or completed secondary education as the highest level.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.SECO.MA.ZS", "name": "Unemployment with secondary education, male (% of male unemployment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Male unemployment with secondary education is the share of the male unemployed who attained or completed secondary education as the highest level.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.SECO.ZS", "name": "Unemployment with secondary education (% of total unemployment)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Unemployment with secondary education is the share of the total unemployed who attained or completed secondary education as the highest level.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.TERT.FE.ZS", "name": "Unemployment with tertiary education, female (% of female unemployment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Female unemployment with tertiary education is the share of the female unemployed who attained or completed tertiary education as the highest level.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.TERT.MA.ZS", "name": "Unemployment with tertiary education, male (% of male unemployment)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Male unemployment with tertiary education is the share of the male unemployed who attained or completed tertiary education as the highest level.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}]}
{"id": "SL.UEM.TERT.ZS", "name": "Unemployment with tertiary education (% of total unemployment)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Unemployment with tertiary education is the share of the total unemployed who attained or completed tertiary education as the highest level.", "sourceOrganization": "International Labour Organization, Key Indicators of the Labour Market database.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.TOTL", "name": "Number of people unemployed", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Unemployed is a person in the labour force, who at the reference period, did not have a job but was actively looking for one.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)", "topics": []}
{"id": "SL.UEM.TOTL.FE.NE.ZS", "name": "Unemployment, female (% of female labor force) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Unemployment refers to the share of the labor force that is without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.TOTL.FE.ZS", "name": "Unemployment, female (% of female labor force) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Unemployment refers to the share of the labor force that is without work but available for and seeking employment.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed June 18, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.UEM.TOTL.MA.NE.ZS", "name": "Unemployment, male (% of male labor force) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Unemployment refers to the share of the labor force that is without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.TOTL.MA.ZS", "name": "Unemployment, male (% of male labor force) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Unemployment refers to the share of the labor force that is without work but available for and seeking employment.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed June 18, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SL.UEM.TOTL.NE.ZS", "name": "Unemployment, total (% of total labor force) (national estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Unemployment refers to the share of the labor force that is without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.", "sourceOrganization": "International Labour Organization. \u201cLabour Force Statistics database (LFS)\u201d ILOSTAT. Accessed October 16, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.UEM.TOTL.ZS", "name": "Unemployment, total (% of total labor force) (modeled ILO estimate)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Unemployment refers to the share of the labor force that is without work but available for and seeking employment.", "sourceOrganization": "International Labour Organization. \u201cILO Modelled Estimates and Projections database (ILOEST)\u201d ILOSTAT. Accessed June 18, 2024. https://ilostat.ilo.org/data/.", "topics": [{"id": "4", "value": "Education "}, {"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.WAG.0714.FE.ZS", "name": "Children in employment, wage workers, female (% of female children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Wage workers (also known as employees) are people who hold explicit (written or oral) or implicit employment contracts that provide basic remuneration that does not depend directly on the revenue of the unit for which they work.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.WAG.0714.MA.ZS", "name": "Children in employment, wage workers, male (% of male children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Wage workers (also known as employees) are people who hold explicit (written or oral) or implicit employment contracts that provide basic remuneration that does not depend directly on the revenue of the unit for which they work.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SL.WAG.0714.ZS", "name": "Children in employment, wage workers (% of children in employment, ages 7-14)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Wage workers (also known as employees) are people who hold explicit (written or oral) or implicit employment contracts that provide basic remuneration that does not depend directly on the revenue of the unit for which they work.", "sourceOrganization": "Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.", "topics": [{"id": "10", "value": "Social Protection & Labor"}]}
{"id": "SM.EMI.TERT.ZS", "name": "Emigration rate of tertiary educated (% of total tertiary educated population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Emigration rate of tertiary educated shows the stock of emigrants ages 25 and older, residing in an OECD country other than that in which they were born, with at least one year of tertiary education as a percentage of the population age 25 and older with tertiary education.", "sourceOrganization": "Fr\u00e9d\u00e9ric Docquier, B. Lindsay Lowell, and Abdeslam Marfouk's , \"A Gendered Assessment of Highly Skilled Emigration\" (2009).", "topics": [{"id": "4", "value": "Education "}, {"id": "7", "value": "Financial Sector "}, {"id": "8", "value": "Health "}]}
{"id": "SM.MMR.DTHS", "name": "Number of maternal mortality deaths", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SM.POP.FRGN", "name": "Foreign population", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SM.POP.FRGN.ZS", "name": "Foreign population (% of total population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SM.POP.IASY", "name": "Inflows of asylum seekers", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SM.POP.IFRN", "name": "Inflows of foreign population", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SM.POP.NETM", "name": "Net migration", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net migration is the net total of migrants during the period, that is, the number of immigrants minus the number of emigrants, including both citizens and noncitizens.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "8", "value": "Health "}, {"id": "2", "value": "Aid Effectiveness "}]}
{"id": "SM.POP.REFG", "name": "Refugee population by country or territory of asylum", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Refugees are people who are recognized as refugees under the 1951 Convention Relating to the Status of Refugees or its 1967 Protocol, the 1969 Organization of African Unity Convention Governing the Specific Aspects of Refugee Problems in Africa, people recognized as refugees in accordance with the UNHCR statute, people granted refugee-like humanitarian status, and people provided temporary protection. Asylum seekers--people who have applied for asylum or refugee status and who have not yet received a decision or who are registered as asylum seekers--are excluded. Palestinian refugees are people (and their descendants) whose residence was Palestine between June 1946 and May 1948 and who lost their homes and means of livelihood as a result of the 1948 Arab-Israeli conflict. Country of asylum is the country where an asylum claim was filed and granted.", "sourceOrganization": "United Nations High Commissioner for Refugees (UNHCR) and UNRWA through UNHCR's Refugee Data Finder at https://www.unhcr.org/refugee-statistics/.", "topics": [{"id": "8", "value": "Health "}, {"id": "15", "value": "Social Development "}]}
{"id": "SM.POP.REFG.OR", "name": "Refugee population by country or territory of origin", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Refugees are people who are recognized as refugees under the 1951 Convention Relating to the Status of Refugees or its 1967 Protocol, the 1969 Organization of African Unity Convention Governing the Specific Aspects of Refugee Problems in Africa, people recognized as refugees in accordance with the UNHCR statute, people granted refugee-like humanitarian status, and people provided temporary protection. Asylum seekers--people who have applied for asylum or refugee status and who have not yet received a decision or who are registered as asylum seekers--are excluded. Palestinian refugees are people (and their descendants) whose residence was Palestine between June 1946 and May 1948 and who lost their homes and means of livelihood as a result of the 1948 Arab-Israeli conflict. Country of origin generally refers to the nationality or country of citizenship of a claimant.", "sourceOrganization": "United Nations High Commissioner for Refugees (UNHCR), Refugee Data Finder at https://www.unhcr.org/refugee-statistics/.", "topics": [{"id": "8", "value": "Health "}, {"id": "15", "value": "Social Development "}]}
{"id": "SM.POP.TOTL", "name": "International migrant stock, total", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International migrant stock is the number of people born in a country other than that in which they live. It also includes refugees. The data used to estimate the international migrant stock at a particular time are obtained mainly from population censuses. The estimates are derived from the data on foreign-born population--people who have residence in one country but were born in another country. When data on the foreign-born population are not available, data on foreign population--that is, people who are citizens of a country other than the country in which they reside--are used as estimates. After the breakup of the Soviet Union in 1991 people living in one of the newly independent countries who were born in another were classified as international migrants. Estimates of migrant stock in the newly independent states from 1990 on are based on the 1989 census of the Soviet Union. For countries with information on the international migrant stock for at least two points in time, interpolation or extrapolation was used to estimate the international migrant stock on July 1 of the reference years. For countries with only one observation, estimates for the reference years were derived using rates of change in the migrant stock in the years preceding or following the single observation available. A model was used to estimate migrants for countries that had no data.", "sourceOrganization": "United Nations Population Division, Trends in Total Migrant Stock: 2012 Revision.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "8", "value": "Health "}]}
{"id": "SM.POP.TOTL.ZS", "name": "International migrant stock (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International migrant stock is the number of people born in a country other than that in which they live. It also includes refugees. The data used to estimate the international migrant stock at a particular time are obtained mainly from population censuses. The estimates are derived from the data on foreign-born population--people who have residence in one country but were born in another country. When data on the foreign-born population are not available, data on foreign population--that is, people who are citizens of a country other than the country in which they reside--are used as estimates. After the breakup of the Soviet Union in 1991 people living in one of the newly independent countries who were born in another were classified as international migrants. Estimates of migrant stock in the newly independent states from 1990 on are based on the 1989 census of the Soviet Union. For countries with information on the international migrant stock for at least two points in time, interpolation or extrapolation was used to estimate the international migrant stock on July 1 of the reference years. For countries with only one observation, estimates for the reference years were derived using rates of change in the migrant stock in the years preceding or following the single observation available. A model was used to estimate migrants for countries that had no data.", "sourceOrganization": "United Nations Population Division, Trends in Total Migrant Stock: 2008 Revision.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "8", "value": "Health "}]}
{"id": "SM.TLF.FRGN.ZS", "name": "Foreign labor force (% of total labor force)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SM.TLF.IFRN", "name": "Inflows of foreign workers", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SN.ITK.DEFC", "name": "Number of people who are undernourished", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Number of people who are undernourished shows the number of people whose habitual food consumption is insufficient to provide the dietary energy levels that are required to maintain a normal active and healthy life.", "sourceOrganization": "Food and Agriculture Organization (http://www.fao.org/faostat/en/#home).", "topics": []}
{"id": "SN.ITK.DEFC.POP", "name": "Prevalence of undernourishment (population)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Population below minimum dietary energy consumption is the population whose food intake is insufficient to meet dietary energy requirements continuously. ", "sourceOrganization": "Food and Agriculture Organization (http://www.fao.org/faostat/foodsecurity/index_en.htm).", "topics": []}
{"id": "SN.ITK.DEFC.ZS", "name": "Prevalence of undernourishment (% of population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Prevalence of undernourishments is the percentage of the population whose habitual food consumption is insufficient to provide the dietary energy levels that are required to maintain a normal active and healthy life. Data showing as 2.5 may signify a prevalence of undernourishment below 2.5%.", "sourceOrganization": "Food and Agriculture Organization (http://www.fao.org/faostat/en/#home).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.DFCT", "name": "Depth of the food deficit (kilocalories per person per day)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "The depth of the food deficit indicates how many calories would be needed to lift the undernourished from their status, everything else being constant. The average intensity of food deprivation of the undernourished, estimated as the difference between the average dietary energy requirement and the average dietary energy consumption of the undernourished population (food-deprived), is multiplied by the number of undernourished to provide an estimate of the total food deficit in the country, which is then normalized by the total population.", "sourceOrganization": "Food and Agriculture Organization, Food Security Statistics.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.DPTH", "name": "Depth of hunger (kilocalories per person per day)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Depth of hunger or the intensity of food deprivation, indicates how much food-deprived people fall short of minimum food needs in terms of dietary energy. The food deficit, in kilocalories per person per day, is measured by comparing the average amount of dietary energy that undernourished people get from the foods they eat with the minimum amount of dietary energy they need to maintain body weight and undertake light activity. The depth of hunger is low when it is less than 200 kilocalories per person per day, and high when it is higher than 300 kilocalories per person per day.", "sourceOrganization": "Food and Agriculture Organization, Food Security Statistics (http://www.fao.org/economic/ess/food-security-statistics/en/).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.MSFI.ZS", "name": "Prevalence of moderate or severe food insecurity in the population (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people in the population who live in households classified as moderately or severely food insecure. A household is classified as moderately or severely food insecure when at least one adult in the household has reported to have been exposed, at times during the year, to low quality diets and might have been forced to also reduce the quantity of food they would normally eat because of a lack of money or other resources.", "sourceOrganization": "Food and Agriculture Organization of the United Nations (FAO)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.SALT.ZS", "name": "Consumption of iodized salt (% of households)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Percentage of households which have salt they used for cooking that tested positive (>0ppm) for presence of iodine.", "sourceOrganization": "United Nations Children's Fund, Division of Data, Analysis, Planning and Monitoring (2019). UNICEF Global Databases on Iodized salt, New York, June 2019", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.SVFI.ZS", "name": "Prevalence of severe food insecurity in the population (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The percentage of people in the population who live in households classified as severely food insecure. A household is classified as severely food insecure when at least one adult in the household has reported to have been exposed, at times during the year, to several of the most severe experiences described in the FIES questions, such as to have been forced to reduce the quantity of the food, to have skipped meals, having gone hungry, or having to go for a whole day without eating because of a lack of money or other resources.", "sourceOrganization": "Food and Agriculture Organization of the United Nations (FAO)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VAPP.Q1.ZS", "name": "Vitamin A supplements for postpartum women (% of women with a birth): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vitamin A supplements for postpartum women: Percentage of women with a birth in the five (two) years preceding the survey who received a vitamin A dose in the first two months after delivery. The DHS surveys refer births in the five years preceding the survey, and the MICS surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VAPP.Q2.ZS", "name": "Vitamin A supplements for postpartum women (% of women with a birth): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vitamin A supplements for postpartum women: Percentage of women with a birth in the five (two) years preceding the survey who received a vitamin A dose in the first two months after delivery. The DHS surveys refer births in the five years preceding the survey, and the MICS surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VAPP.Q3.ZS", "name": "Vitamin A supplements for postpartum women (% of women with a birth): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vitamin A supplements for postpartum women: Percentage of women with a birth in the five (two) years preceding the survey who received a vitamin A dose in the first two months after delivery. The DHS surveys refer births in the five years preceding the survey, and the MICS surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VAPP.Q4.ZS", "name": "Vitamin A supplements for postpartum women (% of women with a birth): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vitamin A supplements for postpartum women: Percentage of women with a birth in the five (two) years preceding the survey who received a vitamin A dose in the first two months after delivery. The DHS surveys refer births in the five years preceding the survey, and the MICS surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VAPP.Q5.ZS", "name": "Vitamin A supplements for postpartum women (% of women with a birth): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vitamin A supplements for postpartum women: Percentage of women with a birth in the five (two) years preceding the survey who received a vitamin A dose in the first two months after delivery. The DHS surveys refer births in the five years preceding the survey, and the MICS surveys refer births in the two years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VITA.Q1.ZS", "name": "Vitamin A supplements for children (% of children ages 6-59 months): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vitamin A supplements for children: Percentage of children aged 6-59 months who received vitamin A supplements in the six months preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VITA.Q2.ZS", "name": "Vitamin A supplements for children (% of children ages 6-59 months): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vitamin A supplements for children: Percentage of children aged 6-59 months who received vitamin A supplements in the six months preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VITA.Q3.ZS", "name": "Vitamin A supplements for children (% of children ages 6-59 months): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vitamin A supplements for children: Percentage of children aged 6-59 months who received vitamin A supplements in the six months preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VITA.Q4.ZS", "name": "Vitamin A supplements for children (% of children ages 6-59 months): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vitamin A supplements for children: Percentage of children aged 6-59 months who received vitamin A supplements in the six months preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VITA.Q5.ZS", "name": "Vitamin A supplements for children (% of children ages 6-59 months): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Vitamin A supplements for children: Percentage of children aged 6-59 months who received vitamin A supplements in the six months preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.ITK.VITA.ZS", "name": "Vitamin A supplementation coverage rate (% of children ages 6-59 months)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Vitamin A supplementation coverage rate refers to the percentage of children ages 6-59 months old receiving two high-dose vitamin A supplements in a calendar year.", "sourceOrganization": "UNICEF global databases, based on administrative reports from countries (link: https://data.unicef.org/topic/nutrition/vitamin-a-deficiency/)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SN.PRD.FOOD", "name": "Food Production, per capita (1979-81=100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SN.PRD.FOOD.ZC", "name": "Food Production, per capita (1980=100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SN.SH.STA.MALN.ZS", "name": "Sub-National Malnutrition prevalence, weight for age (% of children under 5)", "unit": "", "source": {"id": "5", "value": "Subnational Malnutrition Database"}, "sourceNote": "Prevalence of child malnutrition is the percentage of children under age 5 whose weight for age is more than two standard deviations below the median for the international reference population ages 0-59 months. The data are based on the WHO's new child growth standards released in 2006.", "sourceOrganization": "World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": []}
{"id": "SN.SH.STA.OWGH.ZS", "name": "Sub-National Prevalence of overweight (% of children under 5)", "unit": "", "source": {"id": "5", "value": "Subnational Malnutrition Database"}, "sourceNote": "Prevalence of overweight children is the percentage of children under age 5 whose weight for height is more than two standard deviations above the median for the international reference population of the corresponding age as established by the WHO's new child growth standards released in 2006.", "sourceOrganization": "World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": []}
{"id": "SN.SH.STA.STNT.ZS", "name": "Sub-National Malnutrition prevalence, height for age (% of children under 5)", "unit": "", "source": {"id": "5", "value": "Subnational Malnutrition Database"}, "sourceNote": "Prevalence of child malnutrition is the percentage of children under age 5 whose height for age (stunting) is more than two standard deviations below the median for the international reference population ages 0-59 months. For children up to two years old height is measured by recumbent length. For older children height is measured by stature while standing. The data are based on the WHO's new child growth standards released in 2006.", "sourceOrganization": "World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": []}
{"id": "SN.SH.STA.WAST.ZS", "name": "Sub-National Prevalence of wasting (% of children under 5)", "unit": "", "source": {"id": "5", "value": "Subnational Malnutrition Database"}, "sourceNote": "Wasting prevalence is the proportion of children under five whose weight for height is more than two standard deviations below the median for the international reference population ages 0-59.", "sourceOrganization": "World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.", "topics": []}
{"id": "SN.SH.SVR.WAST.ZS", "name": "Sub-National Prevalence of severe wasting, weight for height (% of children under 5)", "unit": "", "source": {"id": "5", "value": "Subnational Malnutrition Database"}, "sourceNote": "Yet to receive metadata", "sourceOrganization": "Yet to receive metadata", "topics": []}
{"id": "SN.STA.FPRD", "name": "Food Production per capita (1987=100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.ADO.TFRT", "name": "Adolescent fertility rate (births per 1,000 women ages 15-19)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adolescent fertility rate is the number of births per 1,000 women ages 15-19.", "sourceOrganization": "United Nations Population Division, World Population Prospects.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SP.BRT.CRUD.ZT", "name": "Crude Birth Rate (per 1000 population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.DTH.INFR.ZS", "name": "Completeness of infant death reporting (% of reported infant deaths to estimated infant deaths)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Completeness of infant death reporting is the number of infant deaths reported by national statistics authorities to the United Nations Statistics Division's Demography Yearbook divided by the number of infant deaths estimated by the United Nations Population Division.", "sourceOrganization": "The United Nations Statistics Division's Population and Vital Statistics Report and the United Nations Population Division's World Population Prospects.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DTH.REPT.ZS", "name": "Completeness of total death reporting (% of reported total deaths to estimated total deaths)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Completeness of total death reporting is the number of total deaths reported by national statistics authorities to the United Nations Statistics Division's Demography Yearbook divided by the number of total deaths estimated by the United Nations Population Division.", "sourceOrganization": "The United Nations Statistics Division's Population and Vital Statistics Report and the United Nations Population Division's World Population Prospects.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.1ANTE.ZS", "name": "Antenatal care coverage provided by a skilled health provider, at least one visit (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Antenatal care coverage (at least one visit) is the percentage of women aged 15-49 with a live birth in a given time period that received antenatal care provided by skilled health personnel (doctors, nurses, or midwives) at least once during pregnancy, as a percentage of women age 15-49 years with a live birth in a given time period. A skilled health worker/attendant is an accredited health professional - such as a midwife, doctor or nurse - who has been educated and trained to proficiency in the skills needed to manage normal (uncomplicated) pregnancies, childbirth and the immediate postnatal period, and in the identification, management and referral of complications in women and newborns. Both trained and untrained traditional birth attendants (TBA) are excluded. ", "sourceOrganization": "http://www.who.int/reproductive-health/global_monitoring/index.html", "topics": []}
{"id": "SP.DYN.4ANTE.ZS", "name": "Antenatal care coverage provided by any provider (skilled or unskilled), at least four visits (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Antenatal care coverage (at least four visits) is the percentage of women aged 15-49 with a live birth in a given time period that received antenatal care four or more times with ANY provider (whether skilled or unskilled), as a percentage of women age 15-49 years with a live birth in a given time period. ", "sourceOrganization": "http://www.who.int/reproductive-health/global_monitoring/index.html", "topics": []}
{"id": "SP.DYN.AMRT.FE", "name": "Mortality rate, adult, female (per 1,000 female adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adult mortality rate, female, is the probability of dying between the ages of 15 and 60--that is, the probability of a 15-year-old female dying before reaching age 60, if subject to age-specific mortality rates of the specified year between those ages.", "sourceOrganization": "(1) United Nations Population Division. World Population Prospects: 2022 Revision. (2) HMD. Human Mortality Database. Max Planck Institute for Demographic Research (Germany), University of California, Berkeley (USA), and French Institute for Demographic Studies (France). Available at www.mortality.org.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.AMRT.MA", "name": "Mortality rate, adult, male (per 1,000 male adults)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Adult mortality rate, male, is the probability of dying between the ages of 15 and 60--that is, the probability of a 15-year-old male dying before reaching age 60, if subject to age-specific mortality rates of the specified year between those ages.", "sourceOrganization": "(1) United Nations Population Division. World Population Prospects: 2022 Revision. (2) HMD. Human Mortality Database. Max Planck Institute for Demographic Research (Germany), University of California, Berkeley (USA), and French Institute for Demographic Studies (France). Available at www.mortality.org.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.CBRT", "name": "Crude Birth Rate (per thousand population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.DYN.CBRT.IN", "name": "Birth rate, crude (per 1,000 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Crude birth rate indicates the number of live births occurring during the year, per 1,000 population estimated at midyear. Subtracting the crude death rate from the crude birth rate provides the rate of natural increase, which is equal to the rate of population change in the absence of migration.", "sourceOrganization": "(1) United Nations Population Division. World Population Prospects: 2022 Revision; (2) Statistical databases and publications from national statistical offices; (3) Eurostat: Demographic Statistics; (4) United Nations Statistics Division. Population and Vital Statistics Reprot (various years).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CDRT.IN", "name": "Death rate, crude (per 1,000 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Crude death rate indicates the number of deaths occurring during the year, per 1,000 population estimated at midyear. Subtracting the crude death rate from the crude birth rate provides the rate of natural increase, which is equal to the rate of population change in the absence of migration.", "sourceOrganization": "(1) United Nations Population Division. World Population Prospects: 2022 Revision; (2) Statistical databases and publications from national statistical offices; (3) Eurostat: Demographic Statistics; (4) United Nations Statistics Division. Population and Vital Statistics Reprot (various years).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CEBN.Q1", "name": "Mean number of children ever born to women aged 40-49: Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mean number of children ever born to women aged 40-49: Mean number of children ever born (CEB) to women aged 40-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CEBN.Q2", "name": "Mean number of children ever born to women aged 40-49: Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mean number of children ever born to women aged 40-49: Mean number of children ever born (CEB) to women aged 40-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CEBN.Q3", "name": "Mean number of children ever born to women aged 40-49: Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mean number of children ever born to women aged 40-49: Mean number of children ever born (CEB) to women aged 40-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CEBN.Q4", "name": "Mean number of children ever born to women aged 40-49: Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mean number of children ever born to women aged 40-49: Mean number of children ever born (CEB) to women aged 40-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CEBN.Q5", "name": "Mean number of children ever born to women aged 40-49: Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Mean number of children ever born to women aged 40-49: Mean number of children ever born (CEB) to women aged 40-49 years.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONM.AL.ZS", "name": "Contraceptive prevalence, any modern method (% of all women ages 15-49)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Contraceptive prevalence, any modern method is the percentage of all women ages 15-49 who are practicing, or whose sexual partners are practicing, at least one modern method of contraception.  Modern methods of contraception include female and male sterilization, oral hormonal pills, the intra-uterine device (IUD), the male condom, injectables, the implant (including Norplant), vaginal barrier methods, the female condom and emergency contraception.", "sourceOrganization": "Household surveys, including Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by United Nations Population Division.", "topics": []}
{"id": "SP.DYN.CONM.Q1.ZS", "name": "Current use of contraception (modern method) (% of married women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONM.Q2.ZS", "name": "Current use of contraception (modern method) (% of married women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONM.Q3.ZS", "name": "Current use of contraception (modern method) (% of married women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONM.Q4.ZS", "name": "Current use of contraception (modern method) (% of married women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONM.Q5.ZS", "name": "Current use of contraception (modern method) (% of married women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONM.SA.ZS", "name": "Contraceptive prevalence, any modern method (% of sexually active unmarried women ages 15-49)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Contraceptive prevalence, any modern method is the percentage of sexually active unmarried women ages 15-49 who are practicing, or whose sexual partners are practicing, at least one modern method of contraception.  Modern methods of contraception include female and male sterilization, oral hormonal pills, the intra-uterine device (IUD), the male condom, injectables, the implant (including Norplant), vaginal barrier methods, the female condom and emergency contraception.", "sourceOrganization": "Household surveys, including Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by United Nations Population Division.", "topics": []}
{"id": "SP.DYN.CONM.ZS", "name": "Contraceptive prevalence, any modern method (% of married women ages 15-49)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Contraceptive prevalence, any modern method is the percentage of married women ages 15-49 who are practicing, or whose sexual partners are practicing, at least one modern method of contraception.  Modern methods of contraception include female and male sterilization, oral hormonal pills, the intra-uterine device (IUD), the male condom, injectables, the implant (including Norplant), vaginal barrier methods, the female condom and emergency contraception.", "sourceOrganization": "Household surveys, including Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by United Nations Population Division.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONU.AL.ZS", "name": "Contraceptive prevalence, any method (% of all women ages 15-49)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Contraceptive prevalence, any method is the percentage of all women ages 15-49 who are practicing, or whose sexual partners are practicing, any method of contraception (modern or traditional). Modern methods of contraception include female and male sterilization, oral hormonal pills, the intra-uterine device (IUD), the male condom, injectables, the implant (including Norplant), vaginal barrier methods, the female condom and emergency contraception. Traditional methods of contraception include rhythm (e.g., fertility awareness based methods, periodic abstinence), withdrawal and other traditional methods.", "sourceOrganization": "Household surveys, including Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by United Nations Population Division.", "topics": []}
{"id": "SP.DYN.CONU.CDM.ZS", "name": "Contraceptive use among married women 15-49 years old, condom (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Contraceptive prevalence, condom use is the percentage of women married or in-union aged 15 to 49, whose sexual partner is currently using a male condom for contraceptive purposes. ", "sourceOrganization": "Household surveys, including Demographic and Health Surveys by Macro International and Multiple Indicator Cluster Surveys by UNICEF.", "topics": []}
{"id": "SP.DYN.CONU.MDN.ZS", "name": "Contraceptive use among married women 15-49 years old, modern method (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Contraceptive prevalence, modern methods is the percentage of women married or in-union aged 15 to 49 who are currently using, or whose sexual partner is using, at least one modern method of contraception, regardless of the method used. Modern methods of contraception include female and male sterilization, oral hormonal pills, the intra-uterine device (IUD), the male condom, injectables, the implant (including Norplant), vaginal barrier methods, the female condom and emergency contraception. ", "sourceOrganization": "Household surveys, including Demographic and Health Surveys by Macro International and Multiple Indicator Cluster Surveys by UNICEF.", "topics": []}
{"id": "SP.DYN.CONU.Q1.ZS", "name": "Current use of contraception (any method) (% of married women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONU.Q2.ZS", "name": "Current use of contraception (any method) (% of married women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONU.Q3.ZS", "name": "Current use of contraception (any method) (% of married women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONU.Q4.ZS", "name": "Current use of contraception (any method) (% of married women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONU.Q5.ZS", "name": "Current use of contraception (any method) (% of married women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.CONU.SA.ZS", "name": "Contraceptive prevalence, any method (% of sexually active unmarried women ages 15-49)", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Contraceptive prevalence, any method is the percentage of sexually active unmarried women ages 15-49 who are practicing, or whose sexual partners are practicing, any method of contraception (modern or traditional). Modern methods of contraception include female and male sterilization, oral hormonal pills, the intra-uterine device (IUD), the male condom, injectables, the implant (including Norplant), vaginal barrier methods, the female condom and emergency contraception. Traditional methods of contraception include rhythm (e.g., fertility awareness based methods, periodic abstinence), withdrawal and other traditional methods.", "sourceOrganization": "Household surveys, including Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by United Nations Population Division.", "topics": []}
{"id": "SP.DYN.CONU.ZS", "name": "Contraceptive prevalence, any method (% of married women ages 15-49)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Contraceptive prevalence, any method is the percentage of married women ages 15-49 who are practicing, or whose sexual partners are practicing, any method of contraception (modern or traditional). Modern methods of contraception include female and male sterilization, oral hormonal pills, the intra-uterine device (IUD), the male condom, injectables, the implant (including Norplant), vaginal barrier methods, the female condom and emergency contraception. Traditional methods of contraception include rhythm (e.g., fertility awareness based methods, periodic abstinence), withdrawal and other traditional methods.", "sourceOrganization": "Household surveys, including Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by United Nations Population Division.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.IMRT", "name": "Infant Mortality Rate (per thousand live births)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.DYN.IMRT.FE.IN", "name": "Mortality rate, infant, female (per 1,000 live births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Infant mortality rate, female is the number of female infants dying before reaching one year of age, per 1,000 female live births in a given year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.IMRT.IN", "name": "Mortality rate, infant (per 1,000 live births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Infant mortality rate is the number of infants dying before reaching one year of age, per 1,000 live births in a given year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.IMRT.MA.IN", "name": "Mortality rate, infant, male (per 1,000 live births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Infant mortality rate, male is the number of male infants dying before reaching one year of age, per 1,000 male live births in a given year.", "sourceOrganization": "Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.IMRT.Q1", "name": "Infant mortality rate (per 1,000 live births): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Infant mortality rate: Number of deaths to children under age twelve months per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.IMRT.Q2", "name": "Infant mortality rate (per 1,000 live births): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Infant mortality rate: Number of deaths to children under age twelve months per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.IMRT.Q3", "name": "Infant mortality rate (per 1,000 live births): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Infant mortality rate: Number of deaths to children under age twelve months per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.IMRT.Q4", "name": "Infant mortality rate (per 1,000 live births): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Infant mortality rate: Number of deaths to children under age twelve months per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.IMRT.Q5", "name": "Infant mortality rate (per 1,000 live births): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Infant mortality rate: Number of deaths to children under age twelve months per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.LE00.FE.IN", "name": "Life expectancy at birth, female (years)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Life expectancy at birth indicates the number of years a newborn infant would live if prevailing patterns of mortality at the time of its birth were to stay the same throughout its life.", "sourceOrganization": "(1) United Nations Population Division. World Population Prospects: 2022 Revision; (2) Statistical databases and publications from national statistical offices; (3) Eurostat: Demographic Statistics.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SP.DYN.LE00.IN", "name": "Life expectancy at birth, total (years)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Life expectancy at birth indicates the number of years a newborn infant would live if prevailing patterns of mortality at the time of its birth were to stay the same throughout its life.", "sourceOrganization": "(1) United Nations Population Division. World Population Prospects: 2022 Revision; or derived from male and female life expectancy at birth from sources such as: (2) Statistical databases and publications from national statistical offices; (3) Eurostat: Demographic Statistics.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.LE00.MA.IN", "name": "Life expectancy at birth, male (years)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Life expectancy at birth indicates the number of years a newborn infant would live if prevailing patterns of mortality at the time of its birth were to stay the same throughout its life.", "sourceOrganization": "(1) United Nations Population Division. World Population Prospects: 2022 Revision; (2) Statistical databases and publications from national statistical offices; (3) Eurostat: Demographic Statistics.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}, {"id": "15", "value": "Social Development "}]}
{"id": "SP.DYN.LE60.FE.IN", "name": "Life expectancy at age 60, female (years)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Life expectancy at age 60, female is the average number of years that a female at age 60 would live if prevailing patterns of mortality at the time of age 60 were to stay the same throughout her life.", "sourceOrganization": "2022 World Population Prospects, United Nations Population Division: Retrieved August 31, 2023.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.LE60.MA.IN", "name": "Life expectancy at age 60, male (years)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Life expectancy at age 60, male is the average number of years that a male at age 60 would live if prevailing patterns of mortality at the time of age 60 were to stay the same throughout his life.", "sourceOrganization": "2022 World Population Prospects, United Nations Population Division: Retrieved August 31, 2023.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.LIFE.MF", "name": "Life Expectancy at Birth(years)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.DYN.SMAM.FE", "name": "Age at first marriage, female", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Mean age at marriage, female shows the average length of single life expressed in years among those females who marry before age 50. It is a synthetic indicator calculated from marital status categories of men and women aged 15 to 54 at the census or survey date.", "sourceOrganization": "United Nations, Department of Economic and Social Affairs, Population Division. World Marriage Data 2019.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.SMAM.MA", "name": "Age at first marriage, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Mean age at marriage, male shows the average length of single life expressed in years among those males who marry before age 50. It is a synthetic indicator calculated from marital status categories of men and women aged 15 to 54 at the census or survey date.", "sourceOrganization": "United Nations, Department of Economic and Social Affairs, Population Division. World Marriage Data.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.TFRT", "name": "Total Fertility Rate (births per woman)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.DYN.TFRT.IN", "name": "Fertility rate, total (births per woman)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total fertility rate represents the number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates of the specified year.", "sourceOrganization": "(1) United Nations Population Division. World Population Prospects: 2022 Revision; (2) Statistical databases and publications from national statistical offices; (3) Eurostat: Demographic Statistics.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.TFRT.Q1", "name": " Total fertility rate (TFR) (births per woman): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Total fertility rate (TFR): The number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates currently observed. The reference period is three years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.TFRT.Q2", "name": " Total fertility rate (TFR) (births per woman): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Total fertility rate (TFR): The number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates currently observed. The reference period is three years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.TFRT.Q3", "name": " Total fertility rate (TFR) (births per woman): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Total fertility rate (TFR): The number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates currently observed. The reference period is three years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.TFRT.Q4", "name": " Total fertility rate (TFR) (births per woman): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Total fertility rate (TFR): The number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates currently observed. The reference period is three years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.TFRT.Q5", "name": " Total fertility rate (TFR) (births per woman): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Total fertility rate (TFR): The number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates currently observed. The reference period is three years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.TO65.FE.ZS", "name": "Survival to age 65, female (% of cohort)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Survival to age 65 refers to the percentage of a cohort of newborn infants that would survive to age 65, if subject to age specific mortality rates of the specified year.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.TO65.MA.ZS", "name": "Survival to age 65, male (% of cohort)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Survival to age 65 refers to the percentage of a cohort of newborn infants that would survive to age 65, if subject to age specific mortality rates of the specified year.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.WFRT", "name": "Wanted fertility rate (births per woman)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Wanted fertility rate is an estimate of what the total fertility rate would be if all unwanted births were avoided.", "sourceOrganization": "Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.DYN.WFRT.Q1", "name": "Total wanted fertility rate (births per woman): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Total wanted fertility rate: Total wanted fertility rate is an estimate what the total fertility rate would be if all unwanted births were avoided. The reference period is three years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.WFRT.Q2", "name": "Total wanted fertility rate (births per woman): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Total wanted fertility rate: Total wanted fertility rate is an estimate what the total fertility rate would be if all unwanted births were avoided. The reference period is three years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.WFRT.Q3", "name": "Total wanted fertility rate (births per woman): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Total wanted fertility rate: Total wanted fertility rate is an estimate what the total fertility rate would be if all unwanted births were avoided. The reference period is three years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.WFRT.Q4", "name": "Total wanted fertility rate (births per woman): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Total wanted fertility rate: Total wanted fertility rate is an estimate what the total fertility rate would be if all unwanted births were avoided. The reference period is three years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.DYN.WFRT.Q5", "name": "Total wanted fertility rate (births per woman): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Total wanted fertility rate: Total wanted fertility rate is an estimate what the total fertility rate would be if all unwanted births were avoided. The reference period is three years preceding the survey.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.EXCHG.RATE.ICP", "name": "SP.EXCHG.RATE.ICP:Exchange Rate Value", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.FER.TOTL.ZR", "name": "Total Fertility Rate", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.HOU.FEMA.ZS", "name": "Female headed households (% of households with a female head)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female headed households shows the percentage of households with a female head.", "sourceOrganization": "Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.M15.2024.FE.ZS", "name": "Women who were first married by age 15 (% of women ages 20-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Women who were first married by age 15 refers to the percentage of women ages 20-24 who were first married by age 15.", "sourceOrganization": "UNICEF Data; Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), AIDS Indicator Surveys(AIS), Reproductive Health Survey(RHS), and other household surveys.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.M18.2024.FE.ZS", "name": "Women who were first married by age 18 (% of women ages 20-24)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Women who were first married by age 18 refers to the percentage of women ages 20-24 who were first married by age 18.", "sourceOrganization": "UNICEF Data; Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), AIDS Indicator Surveys(AIS), Reproductive Health Survey(RHS), and other household surveys.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.MOR.INFA.ZT", "name": "Infant Mortality Rate (per 1000 infants)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.MTR.1519.Q1.ZS", "name": "Teenage pregnancy and motherhood (% of women ages 15-19 who have had children or are currently pregnant): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Teenage pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant with their first child.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.MTR.1519.Q2.ZS", "name": "Teenage pregnancy and motherhood (% of women ages 15-19 who have had children or are currently pregnant): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Teenage pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant with their first child.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.MTR.1519.Q3.ZS", "name": "Teenage pregnancy and motherhood (% of women ages 15-19 who have had children or are currently pregnant): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Teenage pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant with their first child.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.MTR.1519.Q4.ZS", "name": "Teenage pregnancy and motherhood (% of women ages 15-19 who have had children or are currently pregnant): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Teenage pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant with their first child.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.MTR.1519.Q5.ZS", "name": "Teenage pregnancy and motherhood (% of women ages 15-19 who have had children or are currently pregnant): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Teenage pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant with their first child.", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.MTR.1519.ZS", "name": "Teenage mothers (% of women ages 15-19 who have had children or are currently pregnant)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Teenage mothers are the percentage of women ages 15-19 who already have children or are currently pregnant.", "sourceOrganization": "Demographic and Health Surveys.", "topics": [{"id": "8", "value": "Health "}, {"id": "17", "value": "Gender"}]}
{"id": "SP.POP.0004.FE", "name": "Population ages 00-04, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 0 to 4.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.0004.FE.5Y", "name": "Population ages 00-04, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 0 to 4 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.0004.MA", "name": "Population ages 00-04, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 0 to 4.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.0004.MA.5Y", "name": "Population ages 00-04, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 0 to 4 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.0014.FE.IN", "name": "Population ages 0-14, female", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 0 to 14. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.0014.FE.ZS", "name": "Population ages 0-14, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 0 to 14 as a percentage of the total female population. Population is based on the de facto definition of population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.0014.MA.IN", "name": "Population ages 0-14, male", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 0 to 14. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.0014.MA.ZS", "name": "Population ages 0-14, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 0 to 14 as a percentage of the total male population. Population is based on the de facto definition of population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.0014.TO", "name": "Population ages 0-14, total", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total population between the ages 0 to 14. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.0014.TO.ZS", "name": "Population ages 0-14 (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Population between the ages 0 to 14 as a percentage of the total population. Population is based on the de facto definition of population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "4", "value": "Education "}, {"id": "8", "value": "Health "}]}
{"id": "SP.POP.0024.TO.ZS", "name": "Population 0-24 (% of total population)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Population ages 0 to 24 is the percentage of the total population that is in the age group 0 to 24. ", "sourceOrganization": "World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.", "topics": []}
{"id": "SP.POP.0305.FE.UN", "name": "Population, ages 3-5, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 3-5, female is the total number of females age 3-5.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0305.MA.UN", "name": "Population, ages 3-5, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 3-5, male is the total number of males age 3-5.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0305.TO.UN", "name": "Population, ages 3-5, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 3-5, total is the total population age 3-5.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0406.FE.UN", "name": "Population, ages 4-6, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 4-6, female is the total number of females age 4-6.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0406.MA.UN", "name": "Population, ages 4-6, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 4-6, male is the total number of males age 4-6.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0406.TO.UN", "name": "Population, ages 4-6, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 4-6, total is the total population age 4-6.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0509.FE", "name": "Population ages 05-09, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 5 to 9.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.0509.FE.5Y", "name": "Population ages 05-09, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 5 to 9 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.0509.FE.UN", "name": "Population, ages 5-9, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 5-9, female is the total number of females age 5-9.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0509.MA", "name": "Population ages 05-09, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 5 to 9.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.0509.MA.5Y", "name": "Population ages 05-09, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 5 to 9 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.0509.MA.UN", "name": "Population, ages 5-9, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 5-9, male is the total number of males age 5-9.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0509.TO.UN", "name": "Population, ages 5-9, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 5-9, total is the total population age 5-9.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0510.FE.UN", "name": "Population, ages 5-10, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 5-10, female is the total number of females age 5-10.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0510.MA.UN", "name": "Population, ages 5-10, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 5-10, male is the total number of males age 5-10.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0510.TO.UN", "name": "Population, ages 5-10, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 5-10, total is the total population age 5-10.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0511.FE.UN", "name": "Population, ages 5-11, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 5-11, female is the total number of females age 5-11.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0511.MA.UN", "name": "Population, ages 5-11, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 5-11, male is the total number of males age 5-11.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0511.TO.UN", "name": "Population, ages 5-11, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 5-11, total is the total population age 5-11.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0609.FE.UN", "name": "Population, ages 6-9, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-9, male is the total number of males age 6-9.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0609.MA.UN", "name": "Population, ages 6-9, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-9, total is the total population age 6-9.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0609.TO.UN", "name": "Population, ages 6-9, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-9, female is the total number of females age 6-9.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0610.FE.UN", "name": "Population, ages 6-10, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-10, female is the total number of females age 6-10.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0610.MA.UN", "name": "Population, ages 6-10, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-10, male is the total number of males age 6-10.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0610.TO.UN", "name": "Population, ages 6-10, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-10, total is the total population age 6-10.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0611.FE.UN", "name": "Population, ages 6-11, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-11, female is the total number of females age 6-11.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0611.MA.UN", "name": "Population, ages 6-11, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-11, male is the total number of males age 6-11.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0611.TO.UN", "name": "Population, ages 6-11, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-11, total is the total population age 6-11.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0612.FE.UN", "name": "Population, ages 6-12, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-12, female is the total number of females age 6-12.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0612.MA.UN", "name": "Population, ages 6-12, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-12, male is the total number of males age 6-12.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0612.TO.UN", "name": "Population, ages 6-12, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 6-12, total is the total population age 6-12.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0709.FE.UN", "name": "Population, ages 7-9, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-9, female is the total number of females age 7-9.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0709.MA.UN", "name": "Population, ages 7-9, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-9, male is the total number of males age 7-9.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0709.TO.UN", "name": "Population, ages 7-9, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-9, total is the total population age 7-9.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0710.FE.UN", "name": "Population, ages 7-10, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-10, female is the total number of females age 7-10.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0710.MA.UN", "name": "Population, ages 7-10, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-10, male is the total number of males age 7-10.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0710.TO.UN", "name": "Population, ages 7-10, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-10, total is the total population age 7-10.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0711.FE.UN", "name": "Population, ages 7-11, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-11, female is the total number of females age 7-11.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0711.MA.UN", "name": "Population, ages 7-11, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-11, male is the total number of males age 7-11.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0711.TO.UN", "name": "Population, ages 7-11, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-11, total is the total population age 7-11.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0712.FE.UN", "name": "Population, ages 7-12, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-12, female is the total number of females age 7-12.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0712.MA.UN", "name": "Population, ages 7-12, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-12, male is the total number of males age 7-12.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0712.TO.UN", "name": "Population, ages 7-12, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-12, total is the total population age 7-12.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0713.FE.UN", "name": "Population, ages 7-13, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-13, female is the total number of females age 7-13.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0713.MA.UN", "name": "Population, ages 7-13, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-13, male is the total number of males age 7-13.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.0713.TO.UN", "name": "Population, ages 7-13, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 7-13, total is the total population age 7-13.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1014.FE", "name": "Population ages 10-14, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 10 to 14.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.1014.FE.5Y", "name": "Population ages 10-14, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 10 to 14 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.1014.FE.UN", "name": "Population, ages 10-14, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-14, female is the total number of females age 10-14.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1014.MA", "name": "Population ages 10-14, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 10 to 14.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.1014.MA.5Y", "name": "Population ages 10-14, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 10 to 14 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.1014.MA.UN", "name": "Population, ages 10-14, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-14, male is the total number of males age 10-14.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1014.TO.UN", "name": "Population, ages 10-14, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-14, total is the total population age 10-14.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1015.FE.UN", "name": "Population, ages 10-15, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-15, female is the total number of females age 10-15.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1015.MA.UN", "name": "Population, ages 10-15, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-15, male is the total number of males age 10-15.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1015.TO.UN", "name": "Population, ages 10-15, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-15, total is the total population age 10-15.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1016.FE.UN", "name": "Population, ages 10-16, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-16, female is the total number of females age 10-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1016.MA.UN", "name": "Population, ages 10-16, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-16, male is the total number of males age 10-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1016.TO.UN", "name": "Population, ages 10-16, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-16, total is the total population age 10-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1017.FE.UN", "name": "Population, ages 10-17, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-17, female is the total number of females age 10-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1017.MA.UN", "name": "Population, ages 10-17, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-17, male is the total number of males age 10-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1017.TO.UN", "name": "Population, ages 10-17, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-17, total is the total population age 10-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1018.FE.UN", "name": "Population, ages 10-18, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-18, female is the total number of females age 10-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1018.MA.UN", "name": "Population, ages 10-18, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-18, male is the total number of males age 10-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1018.TO.UN", "name": "Population, ages 10-18, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 10-18, total is the total population age 10-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1115.FE.UN", "name": "Population, ages 11-15, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-15, female is the total number of females age 11-15.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1115.MA.UN", "name": "Population, ages 11-15, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-15, male is the total number of males age 11-15.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1115.TO.UN", "name": "Population, ages 11-15, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-15, total is the total population age 11-15.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1116.FE.UN", "name": "Population, ages 11-16, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-16, female is the total number of females age 11-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1116.MA.UN", "name": "Population, ages 11-16, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-16, male is the total number of males age 11-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1116.TO.UN", "name": "Population, ages 11-16, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-16, total is the total population age 11-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1117.FE.UN", "name": "Population, ages 11-17, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-17, female is the total number of females age 11-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1117.MA.UN", "name": "Population, ages 11-17, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-17, male is the total number of males age 11-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1117.TO.UN", "name": "Population, ages 11-17, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-17, total is the total population age 11-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1118.FE.UN", "name": "Population, ages 11-18, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-18, female is the total number of females age 11-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1118.MA.UN", "name": "Population, ages 11-18, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-18, male is the total number of males age 11-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1118.TO.UN", "name": "Population, ages 11-18, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 11-18, total is the total population age 11-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1215.FE.UN", "name": "Population, ages 12-15, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-15, female is the total number of females age 12-15.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1215.MA.UN", "name": "Population, ages 12-15, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-15, male is the total number of males age 12-15.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1215.TO.UN", "name": "Population, ages 12-15, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-15, total is the total population age 12-15.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1216.FE.UN", "name": "Population, ages 12-16, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-16, female is the total number of females age 12-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1216.MA.UN", "name": "Population, ages 12-16, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-16, male is the total number of males age 12-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1216.TO.UN", "name": "Population, ages 12-16, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-16, total is the total population age 12-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1217.FE.UN", "name": "Population, ages 12-17, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-17, female is the total number of females age 12-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1217.MA.UN", "name": "Population, ages 12-17, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-17, male is the total number of males age 12-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1217.TO.UN", "name": "Population, ages 12-17, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-17, total is the total population age 12-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1218.FE.UN", "name": "Population, ages 12-18, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-18, female is the total number of females age 12-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1218.MA.UN", "name": "Population, ages 12-18, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-18, male is the total number of males age 12-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1218.TO.UN", "name": "Population, ages 12-18, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 12-18, total is the total population age 12-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1316.FE.UN", "name": "Population, ages 13-16, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-16, female is the total number of females age 13-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1316.MA.UN", "name": "Population, ages 13-16, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-16, male is the total number of males age 13-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1316.TO.UN", "name": "Population, ages 13-16, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-16, total is the total population age 13-16.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1317.FE.UN", "name": "Population, ages 13-17, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-17, female is the total number of females age 13-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1317.MA.UN", "name": "Population, ages 13-17, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-17, male is the total number of males age 13-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1317.TO.UN", "name": "Population, ages 13-17, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-17, total is the total population age 13-17.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1318.FE.UN", "name": "Population, ages 13-18, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-18, female is the total number of females age 13-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1318.MA.UN", "name": "Population, ages 13-18, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-18, male is the total number of males age 13-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1318.TO.UN", "name": "Population, ages 13-18, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-18, total is the total population age 13-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1319.FE.UN", "name": "Population, ages 13-19, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-19, female is the total number of females age 13-19.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1319.MA.UN", "name": "Population, ages 13-19, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-19, male is the total number of males age 13-19.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1319.TO.UN", "name": "Population, ages 13-19, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 13-19, total is the total population age 13-19.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1418.FE.UN", "name": "Population, ages 14-18, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 14-18, female is the total number of females age 14-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1418.MA.UN", "name": "Population, ages 14-18, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 14-18, male is the total number of males age 14-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1418.TO.UN", "name": "Population, ages 14-18, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 14-18, total is the total population age 14-18.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1419.FE.UN", "name": "Population, ages 14-19, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 14-19, female is the total number of females age 14-19.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1419.MA.UN", "name": "Population, ages 14-19, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 14-19, male is the total number of males age 14-19.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1419.TO.UN", "name": "Population, ages 14-19, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 14-19, total is the total population age 14-19.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1519.FE", "name": "Population ages 15-19, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 15 to 19.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.1519.FE.5Y", "name": "Population ages 15-19, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 15 to 19 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.1519.MA", "name": "Population ages 15-19, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 15 to 19.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.1519.MA.5Y", "name": "Population ages 15-19, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 15 to 19 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.1524.FE.UN", "name": "Population, ages 15-24, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 15-24, female is the total number of females age 15-24.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1524.MA.UN", "name": "Population, ages 15-24, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 15-24, male is the total number of males age 15-24.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1524.TO.UN", "name": "Population, ages 15-24, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, ages 15-24, total is the total population age 15-24.", "sourceOrganization": "UNESCO Institute for Statistics (Derived)", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.1564.FE.IN", "name": "Population ages 15-64, female", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 15 to 64. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.1564.FE.ZS", "name": "Population ages 15-64, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 15 to 64 as a percentage of the total female population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.1564.IN", "name": "Population aged 15-64, total", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.POP.1564.IN.ZS", "name": "Population ages 15-64 (% of total)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.POP.1564.MA.IN", "name": "Population ages 15-64, male", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 15 to 64. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.1564.MA.ZS", "name": "Population ages 15-64, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 15 to 64 as a percentage of the total male population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.1564.TO", "name": "Population ages 15-64, total", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total population between the ages 15 to 64. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.1564.TO.ZS", "name": "Population ages 15-64 (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total population between the ages 15 to 64 as a percentage of the total population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "4", "value": "Education "}, {"id": "8", "value": "Health "}]}
{"id": "SP.POP.2024.FE", "name": "Population ages 20-24, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 20 to 24.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.2024.FE.5Y", "name": "Population ages 20-24, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 20 to 24 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.2024.MA", "name": "Population ages 20-24, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 20 to 24.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.2024.MA.5Y", "name": "Population ages 20-24, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 20 to 24 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.2529.FE", "name": "Population ages 25-29, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 25 to 29.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.2529.FE.5Y", "name": "Population ages 25-29, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 25 to 29 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.2529.MA", "name": "Population ages 25-29, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 25 to 29.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.2529.MA.5Y", "name": "Population ages 25-29, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 25 to 29 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.3034.FE", "name": "Population ages 30-34, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 30 to 34.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.3034.FE.5Y", "name": "Population ages 30-34, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 30 to 34 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.3034.MA", "name": "Population ages 30-34, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 30 to 34.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.3034.MA.5Y", "name": "Population ages 30-34, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 30 to 34 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.3539.FE", "name": "Population ages 35-39, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 35 to 39.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.3539.FE.5Y", "name": "Population ages 35-39, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 35 to 39 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.3539.MA", "name": "Population ages 35-39, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 35 to 39.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.3539.MA.5Y", "name": "Population ages 35-39, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 35 to 39 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.4044.FE", "name": "Population ages 40-44, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 40 to 44.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.4044.FE.5Y", "name": "Population ages 40-44, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 40 to 44 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.4044.MA", "name": "Population ages 40-44, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 40 to 44.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.4044.MA.5Y", "name": "Population ages 40-44, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 40 to 44 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.4549.FE", "name": "Population ages 45-49, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 45 to 49.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.4549.FE.5Y", "name": "Population ages 45-49, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 45 to 49 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.4549.MA", "name": "Population ages 45-49, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 45 to 49.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.4549.MA.5Y", "name": "Population ages 45-49, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 45 to 49 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.5054.FE", "name": "Population ages 50-54, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 50 to 54.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.5054.FE.5Y", "name": "Population ages 50-54, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 50 to 54 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.5054.MA", "name": "Population ages 50-54, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 50 to 54.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.5054.MA.5Y", "name": "Population ages 50-54, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 50 to 54 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.5559.FE", "name": "Population ages 55-59, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 55 to 59.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.5559.FE.5Y", "name": "Population ages 55-59, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 55 to 59 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.5559.MA", "name": "Population ages 55-59, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 55 to 59.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.5559.MA.5Y", "name": "Population ages 55-59, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 55 to 59 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.6064.FE", "name": "Population ages 60-64, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 60 to 64.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.6064.FE.5Y", "name": "Population ages 60-64, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 60 to 64 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.6064.MA", "name": "Population ages 60-64, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 60 to 64.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.6064.MA.5Y", "name": "Population ages 60-64, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 60 to 64 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.6569.FE", "name": "Population ages 65-69, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 65 to 69.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.6569.FE.5Y", "name": "Population ages 65-69, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 65 to 69 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.6569.MA", "name": "Population ages 65-69, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 65 to 69.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.6569.MA.5Y", "name": "Population ages 65-69, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 65 to 69 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.65UP.FE.IN", "name": "Population ages 65 and above, female", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population 65 years of age or older. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.65UP.FE.ZS", "name": "Population ages 65 and above, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population 65 years of age or older as a percentage of the total female population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.65UP.MA.IN", "name": "Population ages 65 and above, male", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population 65 years of age or older. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.65UP.MA.ZS", "name": "Population ages 65 and above, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population 65 years of age or older as a percentage of the total male population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.65UP.MF.ZS", "name": "Women ages 65 and above (per 100 men)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.POP.65UP.TO", "name": "Population ages 65 and above, total", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total population 65 years of age or older. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.65UP.TO.ZS", "name": "Population ages 65 and above (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Population ages 65 and above as a percentage of the total population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.7074.FE", "name": "Population ages 70-74, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 70 to 74.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.7074.FE.5Y", "name": "Population ages 70-74, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 70 to 74 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.7074.MA", "name": "Population ages 70-74, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 70 to 74.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.7074.MA.5Y", "name": "Population ages 70-74, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 70 to 74 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.7579.FE", "name": "Population ages 75-79, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 75 to 79.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.7579.FE.5Y", "name": "Population ages 75-79, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 75 to 79 as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.7579.MA", "name": "Population ages 75-79, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 75 to 79.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.7579.MA.5Y", "name": "Population ages 75-79, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 75 to 79 as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.80UP.FE", "name": "Population ages 80 and above, female", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Female population between the ages 80 and above.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.80UP.FE.5Y", "name": "Population ages 80 and above, female (% of female population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population between the ages 80 and above as a percentage of the total female population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.80UP.MA", "name": "Population ages 80 and above, male", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Male population between the ages 80 and above.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.80UP.MA.5Y", "name": "Population ages 80 and above, male (% of male population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population between the ages 80 and above as a percentage of the total male population.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.AG00.FE.IN", "name": "Age population, age 00, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG00.FE.UN", "name": "Population, age 0, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG00.MA.IN", "name": "Age population, age 00, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG00.MA.UN", "name": "Population, age 0, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 0, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG00.TO.UN", "name": "Population, age 0, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG01.FE.IN", "name": "Age population, age 01, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG01.FE.UN", "name": "Population, age 1, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG01.MA.IN", "name": "Age population, age 01, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG01.MA.UN", "name": "Population, age 1, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 1, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG01.TO.UN", "name": "Population, age 1, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG02.FE.IN", "name": "Age population, age 02, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG02.FE.UN", "name": "Population, age 2, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG02.MA.IN", "name": "Age population, age 02, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG02.MA.UN", "name": "Population, age 2, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 2, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG02.TO.UN", "name": "Population, age 2, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG03.FE.IN", "name": "Age population, age 03, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG03.FE.UN", "name": "Population, age 3, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG03.MA.IN", "name": "Age population, age 03, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG03.MA.UN", "name": "Population, age 3, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 3, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG03.TO.UN", "name": "Population, age 3, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG04.FE.IN", "name": "Age population, age 04, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG04.FE.UN", "name": "Population, age 4, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG04.MA.IN", "name": "Age population, age 04, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG04.MA.UN", "name": "Population, age 4, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 4, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG04.TO.UN", "name": "Population, age 4, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG05.FE.IN", "name": "Age population, age 05, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG05.FE.UN", "name": "Population, age 5, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG05.MA.IN", "name": "Age population, age 05, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.POP.AG05.MA.UN", "name": "Population, age 5, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 5, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG05.TO.UN", "name": "Population, age 5, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG06.FE.IN", "name": "Age population, age 06, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG06.FE.UN", "name": "Population, age 6, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG06.MA.IN", "name": "Age population, age 06, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG06.MA.UN", "name": "Population, age 6, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 6, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG06.TO.UN", "name": "Population, age 6, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG07.FE.IN", "name": "Age population, age 07, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG07.FE.UN", "name": "Population, age 7, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG07.MA.IN", "name": "Age population, age 07, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG07.MA.UN", "name": "Population, age 7, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 7, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG07.TO.UN", "name": "Population, age 7, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG08.FE.IN", "name": "Age population, age 08, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG08.FE.UN", "name": "Population, age 8, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG08.MA.IN", "name": "Age population, age 08, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG08.MA.UN", "name": "Population, age 8, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 8, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG08.TO.UN", "name": "Population, age 8, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG09.FE.IN", "name": "Age population, age 09, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG09.FE.UN", "name": "Population, age 9, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG09.MA.IN", "name": "Age population, age 09, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG09.MA.UN", "name": "Population, age 9, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 9, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG09.TO.UN", "name": "Population, age 9, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG10.FE.IN", "name": "Age population, age 10, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG10.FE.UN", "name": "Population, age 10, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG10.MA.IN", "name": "Age population, age 10, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG10.MA.UN", "name": "Population, age 10, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 10, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG10.TO.UN", "name": "Population, age 10, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG11.FE.IN", "name": "Age population, age 11, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG11.FE.UN", "name": "Population, age 11, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG11.MA.IN", "name": "Age population, age 11, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG11.MA.UN", "name": "Population, age 11, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 11, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG11.TO.UN", "name": "Population, age 11, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG12.FE.IN", "name": "Age population, age 12, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG12.FE.UN", "name": "Population, age 12, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG12.MA.IN", "name": "Age population, age 12, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG12.MA.UN", "name": "Population, age 12, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 12, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG12.TO.UN", "name": "Population, age 12, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG13.FE.IN", "name": "Age population, age 13, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG13.FE.UN", "name": "Population, age 13, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG13.MA.IN", "name": "Age population, age 13, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG13.MA.UN", "name": "Population, age 13, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 13, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG13.TO.UN", "name": "Population, age 13, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG14.FE.IN", "name": "Age population, age 14, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG14.FE.UN", "name": "Population, age 14, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG14.MA.IN", "name": "Age population, age 14, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG14.MA.UN", "name": "Population, age 14, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 14, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG14.TO.UN", "name": "Population, age 14, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG15.FE.IN", "name": "Age population, age 15, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG15.FE.UN", "name": "Population, age 15, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG15.MA.IN", "name": "Age population, age 15, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG15.MA.UN", "name": "Population, age 15, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 15, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG15.TO.UN", "name": "Population, age 15, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG16.FE.IN", "name": "Age population, age 16, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG16.FE.UN", "name": "Population, age 16, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG16.MA.IN", "name": "Age population, age 16, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG16.MA.UN", "name": "Population, age 16, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 16, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG16.TO.UN", "name": "Population, age 16, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG17.FE.IN", "name": "Age population, age 17, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG17.FE.UN", "name": "Population, age 17, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG17.MA.IN", "name": "Age population, age 17, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG17.MA.UN", "name": "Population, age 17, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 17, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG17.TO.UN", "name": "Population, age 17, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG18.FE.IN", "name": "Age population, age 18, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG18.FE.UN", "name": "Population, age 18, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG18.MA.IN", "name": "Age population, age 18, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG18.MA.UN", "name": "Population, age 18, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 18, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG18.TO.UN", "name": "Population, age 18, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG19.FE.IN", "name": "Age population, age 19, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG19.FE.UN", "name": "Population, age 19, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG19.MA.IN", "name": "Age population, age 19, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG19.MA.UN", "name": "Population, age 19, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 19, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG19.TO.UN", "name": "Population, age 19, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG20.FE.IN", "name": "Age population, age 20, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG20.FE.UN", "name": "Population, age 20, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG20.MA.IN", "name": "Age population, age 20, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG20.MA.UN", "name": "Population, age 20, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 20, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG20.TO.UN", "name": "Population, age 20, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG21.FE.IN", "name": "Age population, age 21, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG21.FE.UN", "name": "Population, age 21, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG21.MA.IN", "name": "Age population, age 21, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{}]}
{"id": "SP.POP.AG21.MA.UN", "name": "Population, age 21, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 21, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG21.TO.UN", "name": "Population, age 21, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG22.FE.IN", "name": "Age population, age 22, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG22.FE.UN", "name": "Population, age 22, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG22.MA.IN", "name": "Age population, age 22, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG22.MA.UN", "name": "Population, age 22, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 22, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG22.TO.UN", "name": "Population, age 22, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG23.FE.IN", "name": "Age population, age 23, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG23.FE.UN", "name": "Population, age 23, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG23.MA.IN", "name": "Age population, age 23, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG23.MA.UN", "name": "Population, age 23, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 23, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG23.TO.UN", "name": "Population, age 23, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG24.FE.IN", "name": "Age population, age 24, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG24.FE.UN", "name": "Population, age 24, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG24.MA.IN", "name": "Age population, age 24, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG24.MA.UN", "name": "Population, age 24, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 24, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG24.TO.UN", "name": "Population, age 24, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG25.FE.IN", "name": "Age population, age 25, female, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG25.FE.UN", "name": "Population, age 25, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG25.MA.IN", "name": "Age population, age 25, male, interpolated", "unit": "", "source": {"id": "16", "value": "Health Nutrition and Population Statistics"}, "sourceNote": "Age population, male refers to male population at the specified age level. The geographical areas included in the data are the same as the data source.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": []}
{"id": "SP.POP.AG25.MA.UN", "name": "Population, age 25, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population, age 25, male refers to the male population at the specified age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.AG25.TO.UN", "name": "Population, age 25, total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.", "sourceOrganization": "UNESCO Institute for Statistics.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.POP.BRTH.MF", "name": "Sex ratio at birth (male births per female births)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Sex ratio at birth refers to male births per female births.", "sourceOrganization": "United Nations Population Division. World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.DPND", "name": "Age dependency ratio (% of working-age population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Age dependency ratio is the ratio of dependents--people younger than 15 or older than 64--to the working-age population--those ages 15-64. Data are shown as the proportion of dependents per 100 working-age population.", "sourceOrganization": "World Bank staff estimates based on age distributions of United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.DPND.OL", "name": "Age dependency ratio, old (% of working-age population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Age dependency ratio, old, is the ratio of older dependents--people older than 64--to the working-age population--those ages 15-64. Data are shown as the proportion of dependents per 100 working-age population.", "sourceOrganization": "World Bank staff estimates based on age distributions of United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.DPND.YG", "name": "Age dependency ratio, young (% of working-age population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Age dependency ratio, young, is the ratio of younger dependents--people younger than 15--to the working-age population--those ages 15-64. Data are shown as the proportion of dependents per 100 working-age population.", "sourceOrganization": "World Bank staff estimates based on age distributions of United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.GROW", "name": "Population growth (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Annual population growth rate for year t is the exponential rate of growth of midyear population from year t-1 to t, expressed as a percentage . Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "Derived from total population. Population source: (1) United Nations Population Division. World Population Prospects: 2022 Revision; (2) Statistical databases and publications from national statistical offices; (3) Eurostat: Demographic Statistics; (4) United Nations Statistics Division. Population and Vital Statistics Reprot (various years).", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "8", "value": "Health "}]}
{"id": "SP.POP.LAND.ZS", "name": "Population density (people per sq km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.POP.SCIE.RD", "name": "Scientists and engineers in research and dev. (per million people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.POP.SCIE.RD.P6", "name": "Researchers in R&D (per million people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The number of researchers engaged in Research &Development (R&D), expressed as per million. Researchers are professionals who conduct research and improve or develop concepts, theories, models techniques instrumentation, software of operational methods. R&D covers basic research, applied research, and experimental development.", "sourceOrganization": "UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.", "topics": [{"id": "14", "value": "Science & Technology "}]}
{"id": "SP.POP.TECH.RD", "name": "Technicians in research and development  (per million people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.POP.TECH.RD.P6", "name": "Technicians in R&D (per million people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "The number of technicians participated in Research & Development (R&D), expressed as per million. Technicians and equivalent staff are people who perform scientific and technical tasks involving the application of concepts and operational methods, normally under the supervision of researchers. R&D covers basic research, applied research, and experimental development.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2021.", "topics": [{"id": "14", "value": "Science & Technology "}]}
{"id": "SP.POP.TOTL", "name": "Population, total", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Total population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship. The values shown are midyear estimates.", "sourceOrganization": "(1) United Nations Population Division. World Population Prospects: 2022 Revision; (2) Statistical databases and publications from national statistical offices; (3) Eurostat: Demographic Statistics; (4) United Nations Statistics Division. Population and Vital Statistics Reprot (various years).", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "8", "value": "Health "}]}
{"id": "SP.POP.TOTL.FE.IN", "name": "Population, female", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population is based on the de facto definition of population, which counts all female residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.TOTL.FE.ZS", "name": "Population, female (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Female population is the percentage of the population that is female. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates based on age/sex distributions of United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.TOTL.ICP", "name": "SP.POP.TOTL.ICP:Population", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.POP.TOTL.ICP.ZS", "name": "SP.POP.TOTL.ICP.ZS:Population shares (World=100)", "unit": "", "source": {"id": "78", "value": "ICP 2017"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.POP.TOTL.MA.IN", "name": "Population, male", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population is based on the de facto definition of population, which counts all male residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates using the World Bank's total population and age/sex distributions of the United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.TOTL.MA.ZS", "name": "Population, male (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Male population is the percentage of the population that is male. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.", "sourceOrganization": "World Bank staff estimates based on age/sex distributions of United Nations Population Division's World Population Prospects: 2022 Revision.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.POP.TOTL.ZS", "name": "Population (% of total)", "unit": "", "source": {"id": "50", "value": "Subnational Population"}, "sourceNote": "Population Percentage of total is the share of first level administrative division (Admin 1 level) de facto mid-year population to total population.", "sourceOrganization": "1. Census reports and statistical databases from national statistical offices 2. Estimates from the Center for International Earth Science Information Network (CIESIN), The Earth Institute at Columbia University", "topics": []}
{"id": "SP.PRE.TOTL.FE.IN", "name": "School age population, pre-primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female population of the age-group theoretically corresponding to pre-primary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.PRE.TOTL.IN", "name": "School age population, pre-primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of the age-group theoretically corresponding to pre-primary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.PRE.TOTL.MA.IN", "name": "School age population, pre-primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male population of the age-group theoretically corresponding to pre-primary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.PRM.GRAD.FE", "name": "School age population, last grade of primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female population of the age-group theoretically corresponding to the last grade of primary school as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.PRM.GRAD.MA", "name": "School age population, last grade of primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male population of the age-group theoretically corresponding to the last grade of primary school as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.PRM.GRAD.TO", "name": "School age population, last grade of primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of the age-group theoretically corresponding to the last grade of primary school as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.PRM.TOTL.FE.IN", "name": "School age population, primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female population of the age-group theoretically corresponding to primary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.PRM.TOTL.IN", "name": "School age population, primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of the age-group theoretically corresponding to primary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.PRM.TOTL.MA.IN", "name": "School age population, primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male population of the age-group theoretically corresponding to primary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.REG.BRTH.FE.ZS", "name": "Completeness of birth registration, female (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Completeness of birth registration is the percentage of children under age 5 whose births were registered at the time of the survey. The numerator of completeness of birth registration includes children whose birth certificate was seen by the interviewer or whose mother or caretaker says the birth has been registered.", "sourceOrganization": "Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys.  Largely compiled by UNICEF.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.REG.BRTH.MA.ZS", "name": "Completeness of birth registration, male (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Completeness of birth registration is the percentage of children under age 5 whose births were registered at the time of the survey. The numerator of completeness of birth registration includes children whose birth certificate was seen by the interviewer or whose mother or caretaker says the birth has been registered.", "sourceOrganization": "Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys.  Largely compiled by UNICEF.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.REG.BRTH.Q1.ZS", "name": "Completeness of birth registration (%): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "UNICEF global databases, based on DHS, MICS, other national household surveys, censuses and vital registration systems.", "topics": []}
{"id": "SP.REG.BRTH.Q2.ZS", "name": "Completeness of birth registration (%): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "UNICEF global databases, based on DHS, MICS, other national household surveys, censuses and vital registration systems.", "topics": []}
{"id": "SP.REG.BRTH.Q3.ZS", "name": "Completeness of birth registration (%): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "UNICEF global databases, based on DHS, MICS, other national household surveys, censuses and vital registration systems.", "topics": []}
{"id": "SP.REG.BRTH.Q4.ZS", "name": "Completeness of birth registration (%): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "UNICEF global databases, based on DHS, MICS, other national household surveys, censuses and vital registration systems.", "topics": []}
{"id": "SP.REG.BRTH.Q5.ZS", "name": "Completeness of birth registration (%): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "", "sourceOrganization": "UNICEF global databases, based on DHS, MICS, other national household surveys, censuses and vital registration systems.", "topics": []}
{"id": "SP.REG.BRTH.RU.ZS", "name": "Completeness of birth registration, rural (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Completeness of birth registration is the percentage of children under age 5 whose births were registered at the time of the survey. The numerator of completeness of birth registration includes children whose birth certificate was seen by the interviewer or whose mother or caretaker says the birth has been registered.", "sourceOrganization": "Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys.  Largely compiled by UNICEF.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.REG.BRTH.UR.ZS", "name": "Completeness of birth registration, urban (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Completeness of birth registration is the percentage of children under age 5 whose births were registered at the time of the survey. The numerator of completeness of birth registration includes children whose birth certificate was seen by the interviewer or whose mother or caretaker says the birth has been registered.", "sourceOrganization": "Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys.  Largely compiled by UNICEF.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.REG.BRTH.ZS", "name": "Completeness of birth registration (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Completeness of birth registration is the percentage of children under age 5 whose births were registered at the time of the survey. The numerator of completeness of birth registration includes children whose birth certificate was seen by the interviewer or whose mother or caretaker says the birth has been registered.", "sourceOrganization": "Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys.  Largely compiled by UNICEF.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.REG.DTHS.ZS", "name": "Completeness of death registration with cause-of-death information (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Completeness of death registration is the estimated percentage of deaths that are registered with their cause of death information in the vital registration system of a country.", "sourceOrganization": "World Health Organization, Global Health Observatory Data Repository/World Health Statistics (http://apps.who.int/gho/data/node.main.1?lang=en).", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.RUR.TOTL", "name": "Rural population", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rural population refers to people living in rural areas as defined by national statistical offices. It is calculated as the difference between total population and urban population. Aggregation of urban and rural population may not add up to total population because of different country coverages.", "sourceOrganization": "World Bank staff estimates based on the United Nations Population Division's World Urbanization Prospects: 2018 Revision.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "SP.RUR.TOTL.FE.ZS", "name": "Rural population, female (% of total)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female rural population is the percentage of females who live in rural areas to total population.", "sourceOrganization": "The United Nations Population Division's World Urbanization Prospects.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.RUR.TOTL.MA.ZS", "name": "Rural population, male (% of total)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Male rural population is the percentage males who live in rural areas to total population.", "sourceOrganization": "The United Nations Population Division's World Urbanization Prospects.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.RUR.TOTL.ZG", "name": "Rural population growth (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rural population refers to people living in rural areas as defined by national statistical offices. It is calculated as the difference between total population and urban population.", "sourceOrganization": "World Bank staff estimates based on the United Nations Population Division's World Urbanization Prospects: 2018 Revision.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "SP.RUR.TOTL.ZS", "name": "Rural population (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Rural population refers to people living in rural areas as defined by national statistical offices. It is calculated as the difference between total population and urban population.", "sourceOrganization": "World Bank staff estimates based on the United Nations Population Division's World Urbanization Prospects: 2018 Revision.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}]}
{"id": "SP.SEC.LTOT.FE.IN", "name": "School age population, lower secondary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female population of the age-group theoretically corresponding to lower secondary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.SEC.LTOT.IN", "name": "School age population, lower secondary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of the age-group theoretically corresponding to lower secondary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.SEC.LTOT.MA.IN", "name": "School age population, lower secondary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male population of the age-group theoretically corresponding to lower secondary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.SEC.TOTL.FE.IN", "name": "School age population, secondary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female population of the age-group theoretically corresponding to secondary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.SEC.TOTL.IN", "name": "School age population, secondary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of the age-group theoretically corresponding to secondary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.SEC.TOTL.MA.IN", "name": "School age population, secondary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male population of the age-group theoretically corresponding to secondary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.SEC.UTOT.FE.IN", "name": "School age population, upper secondary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female population of the age-group theoretically corresponding to upper secondary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.SEC.UTOT.IN", "name": "School age population, upper secondary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of the age-group theoretically corresponding to upper secondary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.SEC.UTOT.MA.IN", "name": "School age population, upper secondary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male population of the age-group theoretically corresponding to upper secondary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.TER.TOTL.FE.IN", "name": "School age population, tertiary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female population of the age-group theoretically corresponding to tertiary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.TER.TOTL.IN", "name": "School age population, tertiary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of the age-group theoretically corresponding to tertiary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.TER.TOTL.MA.IN", "name": "School age population, tertiary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male population of the age-group theoretically corresponding to tertiary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "SP.URB.GROW", "name": "Urban population growth (annual %)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Urban population refers to people living in urban areas as defined by national statistical offices. It is calculated using World Bank population estimates and urban ratios from the United Nations World Urbanization Prospects.", "sourceOrganization": "World Bank staff estimates based on the United Nations Population Division's World Urbanization Prospects: 2018 Revision.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "16", "value": "Urban Development "}]}
{"id": "SP.URB.LCTY", "name": "Population in largest city", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.URB.LCTY.UR.ZS", "name": "Population in the largest city (% of urban population)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.URB.MCTY", "name": "Population in urban agglomerations > 1 million", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.URB.MCTY.UR.ZS", "name": "Population in urban agglomerations > 1 million (% of total pop)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.URB.TOTL", "name": "Urban population", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Urban population refers to people living in urban areas as defined by national statistical offices. It is calculated using World Bank population estimates and urban ratios from the United Nations World Urbanization Prospects. Aggregation of urban and rural population may not add up to total population because of different country coverages.", "sourceOrganization": "World Bank staff estimates based on the United Nations Population Division's World Urbanization Prospects: 2018 Revision.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "16", "value": "Urban Development "}]}
{"id": "SP.URB.TOTL.FE.ZS", "name": "Urban population, female (% of total)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female urban population is the percentage of females who live in urban areas to total population.", "sourceOrganization": "The United Nations Population Division's World Urbanization Prospects.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.URB.TOTL.IN.ZS", "name": "Urban population (% of total population)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Urban population refers to people living in urban areas as defined by national statistical offices. The data are collected and smoothed by United Nations Population Division.", "sourceOrganization": "United Nations Population Division. World Urbanization Prospects: 2018 Revision.", "topics": [{"id": "19", "value": "Climate Change"}, {"id": "16", "value": "Urban Development "}]}
{"id": "SP.URB.TOTL.MA.ZS", "name": "Urban population, male (% of total)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Male urban population is the percentage of males who live in urban areas to total population.", "sourceOrganization": "The United Nations Population Division's World Urbanization Prospects.", "topics": [{"id": "17", "value": "Gender"}]}
{"id": "SP.URB.TOTL.ZS", "name": "Percentage of Population in Urban Areas (in % of Total Population)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "Urban Area Refers to a village equivalent administrative area which satisfies certain criteria in terms of population density, percentage of agricultural households, and a number of urban facilities such as roads, formal education facilities, public health services, etc.", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia", "topics": []}
{"id": "SP.URB.TOTL.ZS.SUS", "name": "Percentage of Population in Urban Areas (in % of Total Population), SUSENAS", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SP.UWT.LMTG.Q1.ZS", "name": "Unmet need for family planning (for limiting) (% of married women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.LMTG.Q2.ZS", "name": "Unmet need for family planning (for limiting) (% of married women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.LMTG.Q3.ZS", "name": "Unmet need for family planning (for limiting) (% of married women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.LMTG.Q4.ZS", "name": "Unmet need for family planning (for limiting) (% of married women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.LMTG.Q5.ZS", "name": "Unmet need for family planning (for limiting) (% of married women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.SPCG.Q1.ZS", "name": "Unmet need for family planning (for spacing) (% of married women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.SPCG.Q2.ZS", "name": "Unmet need for family planning (for spacing) (% of married women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.SPCG.Q3.ZS", "name": "Unmet need for family planning (for spacing) (% of married women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.SPCG.Q4.ZS", "name": "Unmet need for family planning (for spacing) (% of married women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.SPCG.Q5.ZS", "name": "Unmet need for family planning (for spacing) (% of married women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.TFRT", "name": "Unmet need for contraception (% of married women ages 15-49)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Unmet need for contraception is the percentage of fertile, married women of reproductive age who do not want to become pregnant and are not using contraception.", "sourceOrganization": "Household surveys, including Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by United Nations Population Division.", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.TFRT.Q1.ZS", "name": "Unmet need for family planning (total) (% of married women): Q1 (lowest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.TFRT.Q2.ZS", "name": "Unmet need for family planning (total) (% of married women): Q2", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.TFRT.Q3.ZS", "name": "Unmet need for family planning (total) (% of married women): Q3", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.TFRT.Q4.ZS", "name": "Unmet need for family planning (total) (% of married women): Q4", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SP.UWT.TFRT.Q5.ZS", "name": "Unmet need for family planning (total) (% of married women): Q5 (highest)", "unit": "", "source": {"id": "39", "value": "Health Nutrition and Population Statistics by Wealth Quintile"}, "sourceNote": "Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).", "sourceOrganization": "Household Surveys (DHS, MICS)", "topics": [{"id": "8", "value": "Health "}]}
{"id": "SPI.D1.5.CHLD.MORT", "name": "Availability of Mortality rate, under-5 (per 1,000 live births) data meeting quality standards according to UN IGME  (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Child Mortality Metadata from UN IGME", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D1.5.DT.TDS.DPPF.XP.ZS", "name": "Quality of Debt service data according to World Bank", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Debt Reporting Metadata from World Bank", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D1.5.LFP", "name": "Labor force participation rate by sex and age (%)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Labor force participation data for use by ILO", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D1.5.POV", "name": "Availability of Comparable Poverty headcount ratio at $2.15 a day (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Comparability data from World Bank's Povcalnet", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D1.5.SAFE.MAN.WATER", "name": "Safely Managed Drinking Water", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Availability of Safely Managed Drinking Water data for use by JMP", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D2.1.GDDS", "name": "SDDS/e-GDDS subscription", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "The Special Data Dissemination Standard (SDDS) and electronic General Data Dissemination Standard (e-GDDS) were established by the International Monetary Fund (IMF) for member countries that have or that might seek access to international capital markets, to guide them in providing their economic and financial data to the public.  Although subscription is voluntary, the subscribing member needs to be committed to observing the standard and provide information about its data and data dissemination practices (metadata).  The metadata are posted on the IMF\u2019s SDDS and e-GDDS websites.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D2.2.Download.options", "name": "Dimension 2.2: Online access - Download Options Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "This openness element measures whether download options are available. ODIN looks for three download options: (1) bulk download (at the indicator level), (2) API, and (3) user-select download (custom downloads). Options 2 and 3 are interchangeable for scoring purposes.", "sourceOrganization": "Open Data Watch", "topics": []}
{"id": "SPI.D2.2.Machine.readable", "name": "Dimension 2.2: Online access - Machine Readability Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "This openness element measures whether data are made available in machine readable formats. Machine readable file formats allow users to easily process data using a computer. Common machine readable formats include XLS, XLSX, CSV, and JSON files.", "sourceOrganization": "Open Data Watch", "topics": []}
{"id": "SPI.D2.2.Metadata.available", "name": "Dimension 2.2: Online access - Metadata Available Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "This openness element measures whether metadata are available for the published indicators. Metadata must be located in or near the data file or on a designated metadata section of the website. ODIN looks for three aspects of metadata: (1) definition of indicator; (2) date of upload; and (3) Source agency.", "sourceOrganization": "Open Data Watch", "topics": []}
{"id": "SPI.D2.2.Non.proprietary", "name": "Dimension 2.2: Online access - Non-Proprietary format Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "This openness element measures whether data are made available in nonproprietary formats. Nonproprietary file formats are important because they allow users to access data without requiring the use of a costly, proprietary software that may prevent some users from accessing the data. Common nonproprietary formats include PDF, HTML, XLSX, DOCX, CSV, and JSON files.", "sourceOrganization": "Open Data Watch", "topics": []}
{"id": "SPI.D2.2.Openness.subscore", "name": "ODIN Open Data Openness score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "ODW Openness score", "sourceOrganization": "Open Data Watch", "topics": []}
{"id": "SPI.D2.2.Terms.of.use", "name": "Dimension 2.2: Online access - Terms of Use Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "This openness element measures whether data are made available under an open license. Open licenses must allow the use, reuse, and sharing or adaption of data for commercial and noncommercial use without any obligation other than attribution, per the Open Definition. Licenses prohibiting commercial use or having two or more additional stipulations are classified as \u201cNot Open\u201d. Licenses with no more than one additional stipulation are classified as \u201cSome Restrictions.\u201d Licenses that do not explicitly state all allowed uses under the Open Definition and do not include restrictive language are also classified as \u201cSome Restrictions.\u201d", "sourceOrganization": "Open Data Watch", "topics": []}
{"id": "SPI.D2.4.NADA", "name": "NADA metadata", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "NADA/NSO websites.  Statistical systems must be open and transparent about their methods and procedures and provide access to adequate metadata \u2013 detailed descriptions of the methods and procedures used to produce the data.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.1.POV", "name": "GOAL 1: No Poverty (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 1 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.10.NEQL", "name": "GOAL 10: Reduced Inequality (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 10 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.11.CITY", "name": "GOAL 11: Sustainable Cities and Communities (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 11 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.12.CNSP", "name": "GOAL 12: Responsible Consumption and Production (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 12 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.13.CLMT", "name": "GOAL 13: Climate Action (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 13 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.15.LAND", "name": "GOAL 15: Life on Land (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 15 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.16.INST", "name": "GOAL 16: Peace and Justice Strong Institutions (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 16 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.17.PTNS", "name": "GOAL 17: Partnerships to achieve the Goal (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 17 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.2.HNGR", "name": "GOAL 2: Zero Hunger (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 2 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.3.HLTH", "name": "GOAL 3: Good Health and Well-being (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 3 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.4.EDUC", "name": "GOAL 4: Quality Education (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 4 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.5.GEND", "name": "GOAL 5: Gender Equality (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 5 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.6.WTRS", "name": "GOAL 6: Clean Water and Sanitation (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 6 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.7.ENRG", "name": "GOAL 7: Affordable and Clean Energy (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 7 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.8.WORK", "name": "GOAL 8: Decent Work and Economic Growth (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 8 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D3.9.INDY", "name": "GOAL 9: Industry, Innovation and Infrastructure (5 year moving average)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDG Goal 9 data availability.  Source: UN Global SDG Indicators Database", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D4.1.1.POPU", "name": "Population & Housing census (Availability score over 20 years)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Population censuses collect data on the size, distribution and composition of population and information on a broad range of social and economic characteristics of the population.  It also provides sampling frames for household and other surveys.  Housing censuses provide information on the supply of housing units, the structural characteristics and facilities, and health and the development of normal family living conditions.  Data obtained as part of the population census, including data on homeless persons, are often used in the presentation and analysis of the results of the housing census.  It is recommended that population and housing censuses be conducted at least every 10 years.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D4.1.2.AGRI", "name": "Agriculture census (Availability score over 20 years)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Agriculture censuses collect information on agricultural activities, such as size of holding, land tenure, land use, employment and production, and provide basic structural data and sampling frames for agricultural surveys.  Censuses of agriculture normally involves collecting key structural data by complete enumeration of all agricultural holdings, in combination with more detailed structural data using sampling methods.  It is recommended that agricultural censuses be conducted at least every 10 years.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D4.1.3.BIZZ", "name": "Business/establishment census (Availability score over 20 years)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Business/establishment censuses provide valuable information on all economic activities, number of employed and size of establishments in the economy.  Business Register information is establishment-based and includes business location, organization type (e.g. subsidiary or parent), industry classification, and operating data (e.g., receipts and employment).", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D4.1.4.HOUS", "name": "Household Survey on income, etc  (Availability score over 10 years)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "These surveys collect data on household income (including income in kind), consumption and expenditure.  They typically include income, expenditure, and consumption surveys, household budget surveys, integrated surveys.  It is recommended that surveys on income and expenditure be conducted at least every 3 to 5 years.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D4.1.5.AGSVY", "name": "Agriculture survey (Availability score over 10 years)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Agricultural surveys refer to surveys of agricultural holdings based on the sampling frames established by the agricultural census.  These are surveys on agricultural land, production, crops and livestock, aquaculture, labor and cost, and time use.  Some issues, such as gender and food security, are of interest to most agriculture surveys.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D4.1.6.LABR", "name": "Labor Force Survey (Availability score over 10 years)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Labor force survey is a standard household-based survey of work-related statistics at the national and sub-national employment or unemployment levels, rates or trends.  The surveys also provide the characteristics of the employed or unemployed, including labor force status by age or gender, breakdowns between employees and the self-employed, public versus private sector employment, multiple job-holding, hiring, job creation, and duration of unemployment.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D4.1.7.HLTH", "name": "Health/Demographic survey (Availability score over 10 years)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Health surveys collect information on various aspects of health of populations, such as health expenditure, access, utilization, and outcomes.  They typically include Demographic and Health Surveys.  It is recommended that health surveys be conducted at least every 3 to 5 years.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D4.1.8.BZSVY", "name": "Business/establishment survey (Availability score over 10 years)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "The business/establishment survey provides information on employment, hours, and earnings of employees from a sample of business establishments including private and public, entities that are classified based on an establishment's principal activity from the business or establishment census.  Establishment surveys include surveys of businesses, farms, and institutions.  They may ask for information about the establishment itself and/or employee characteristics and demographics.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D4.2.3.CRVS", "name": "CRVS (WDI)", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Civil Registration and Vital Statistics (CRVS) complete", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D4.3.GEO.first.admin.level", "name": "Geospatial data available at 1st Admin Level", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Indicator data availability at sub-national levels", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.1.DILG", "name": "Legislation Indicator based on PARIS21 indicators on SDG 17.18.2", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Based on PARIS21 indicators on SDG 17.18.2 (national statistical legislation compliance with UN Fundamental Principles of Official Statistics), existence of National Statistical Council, national statistical strategy generation, national statistical plan. Also include some other legislative aspects that foster good use of statistics eg freedom of information, privacy/transparency, good governance (eg free and fair elections).", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.2.1.SNAU", "name": "System of national accounts in use", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "The national accounts data are compiled using the concepts, definitions, framework, and methodology of the System of National Account 2008 (SNA2008) or European System of National and Regional Accounts (ESA 2010).  The manual has evolved to meet the changing economic structure, to follow systematic accounting and ensure international compatibility.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.2.10.GSBP", "name": "Business process", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "The Generic Statistical Business Process Model (GSBPM) aims to describe statistics production in a general and process-oriented way.  It is used both within and between statistical offices as a common basis for work with statistics production in different ways, such as quality, efficiency, standardization, and process-orientation.  It is used for all types of surveys, and \"business\" is not related to \"business statistics\" but refers to the statistical office, simply expressed.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.2.2.NABY", "name": "National Accounts base year", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "National accounts base year is the year used as the base period for constant price calculations in the country\u2019s national accounts.  It is recommended that the base year of constant price estimates be changed periodically to reflect changes in economic structure and relative prices.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.2.3.CNIN", "name": "Classification of national industry", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "The industrial production data are compiled using the International Standard Industrial Classification of All Economic Activities (ISIC) Rev.4 and Statistical Classification of Economic Activities in the European Community (NACE) Rev.2.  ISIC Rev.4 is a standard classification of economic activities arranged so that entities can be classified per the activity they carry out using criteria such as input, output and use of the products produced, more emphasis has been given to the character of the production process in defining and delineating ISIC classes for international comparability.  The manual and classification have changed to cover the complete scope of industrial production, employment, and GDP and other statistical areas.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.2.4.CPIBY", "name": "CPI base year", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Consumer Price Index serves as indicators of inflation and reflects changes in the cost of acquiring a fixed basket of goods and services by the average consumer.  Weights are usually derived from consumer expenditure surveys and the CPI base year refers to the year the weights were derived.  It is recommended that the base year be changed periodically to reflect changes in expenditure structure.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.2.5.HOUS", "name": "Classification of household consumption", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Classification of Individual Consumption According to Purpose (COICOP) is used in household budget surveys, consumer price indices and international comparisons of gross domestic product (GDP) and its component expenditures.  Although COICOP is not strictly linked to any particular model of consumer behavior, the classification is designed to broadly reflect differences in income elasticities.  It is an integral part of the SNA1993 and more detailed subdivision of the classes provide comparability between countries and between statistics in these different areas.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.2.6.EMPL", "name": "Classification of status of employment", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Classification of status of employment refers to employment data that are compiled using the current international standard International Classification of Status in Employment (ISCE-93).  It classifies jobs with respect to the type of explicit or implicit contract of employment between the job holder and the economic unit in which he or she is employed.  Therefore, it aims to provide the basis for production of internationally comparable statistics on the employment relationship, including the distinction between salaried employment and self-employment.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.2.7.CGOV", "name": "Central government accounting status", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Government finance accounting status refers to the accounting basis for reporting central government financial data.  For many countries\u2019 government finance data, have been consolidated into one set of accounts capturing all the central government\u2019s fiscal activities and following noncash recording basis.  Budgetary central government accounts do not necessarily include all central government units, the picture they provide of central government activities is usually incomplete.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.2.8.FINA", "name": "Compilation of government finance statistics", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Compilation of government finance statistics refers to the Government Finance Statistics Manual (GFSM) in use for compiling the data.  It provides guidelines on the institutional structure of governments and the presentation of fiscal data in a format similar to business accounting with a balance sheet and income statement plus guidelines on the treatment of exchange rate and other valuation adjustments.  The latest manual GFSM2014 is harmonized with the SNA2008.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.2.9.MONY", "name": "Compilation of monetary and financial statistics", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Compilation of monetary and financial statistics refers to the Monetary and Financial Statistics Manual (MFSM) in use.  It covers concepts, definitions, classifications of financial instruments and sectors, and accounting rules, and provides a comprehensive analytic framework for monetary and financial planning and policy determination.  The Monetary and Finance Statistics: Compilation Guide (2008) provides detailed guidelines for the compilation of monetary and financial statistics in addition to MFSM.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.D5.5.DIFI", "name": "Finance Indicator based on PARIS21 indicators on SDG 17.18.3 & SDG 17.19.1", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Indicator based on PARIS21 SDG indicators (SDG 17.18.3 (national statistical plan that is fully funded and under implementation) and SDG 17.19.1 (value of resources made available to strengthen statistical capacity)). Could also incorporate indicator of NSO budget as a percentage of GDP.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM1.5.INDEX", "name": "Dimension 1.5: Data use by international organizations", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Five measures usefulness or reliability of country produced measures for international organizations. First, on comparability of poverty estimates for the World Bank reporting on international poverty (Source: Povcalnet). Second on usable surveys for statistics on child mortality for the UN Inter-agency Group for Child Mortality Estimation (Source: https://childmortality.org/). Third on accuracy of debt reporting as classified by the World Bank (Source: World Bank WDI metadata).  Fourth, on availability of safely managed drinking water data for use by JMP.  Fifth, on labor force participation data for use by ILO. We recognize that these data sources provide only partial coverage but consider that they do at least provide some indication of the performance of the national statistical system. With more complete data sources it would be possible to assess this further", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM2.1.INDEX", "name": "Dimension 2.1: Data Releases", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "SDDS/e-GDDS subscription. This indicator is based on whether the country subscribes to IMF SDDS+, SDDS, or e-GDDS standards.  The source is the IMF Dissemination Standards Bulletin Board.  This is a good data source but we recognize that it is a proxy for the concept we are seeking to capture rather than a direct measurement.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM2.2.INDEX", "name": "Dimension 2.2: Online access", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "ODIN Open Data Openness score.  This is a well-established data source with good country coverage. In using this indicator, it is important to describe carefully what is captured since the purpose of ODIN is different to the purpose of the SPI.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM2.4.INDEX", "name": "Dimension 2.4: Data services", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "NADA metadata.  This indicator checks whether NADA microdata cataloging is available for surveys produced by NSO.  NADA is an open source microdata cataloging system, compliant with the Data Documentation Initiative (DDI) and Dublin Cores RDF metadata standards.  Source: NSO websites.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM3.1.INDEX", "name": "Dimension 3.1: Social Statistics", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Average score for Goal 1-6 indicators. The primary data source is the UN SDG database. Whilst this is a database with comprehensive coverage that all countries have signed up to, it is clear that many (particularly developed countries) are not yet submitting their available national data. Scores for these countries are likely to represent an indicator of their willingness to submit national data rather than their performance in calculating the indicators.  For OECD countries, we supplement the UN SDG database with comparable data submitted to the OECD following the methodology in Measuring Distance to the SDG Targets 2019: An Assessment of Where OECD Countries Stand (https://www.oecd.org/sdd/measuring-distance-to-the-sdg-targets-2019-a8caf3fa-en.htm).", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM3.2.INDEX", "name": "Dimension 3.2: Economic Statistics", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Average score for Goal 7-12 indicators. See 3.1.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM3.3.INDEX", "name": "Dimension 3.3: Environmental Statistics", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Average score for Goal 13-15 indicators. See 3.1.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM3.4.INDEX", "name": "Dimension 3.4: Institutional Statistics", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Average score for Goal 16-17 indicators. See 3.1.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM4.1.CEN.INDEX", "name": "Dimension 4.1: Censuses and Surveys - Censuses only", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Average score Census and Survey Indicators indicators. Availability of recent censuses and surveys covering broad areas.  The following censuses and surveys are considered: Population & Housing census, Agriculture census, Business/establishment census, Household Survey on income/ consumption/ expenditure/ budget/ Integrated Survey, Agriculture survey, Labor Force Survey, Health/Demographic survey, Business/establishment survey. Source: NSO websites, World Bank microdata library, ILO microdata library, IHSN microdata librar", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM4.1.SVY.INDEX", "name": "Dimension 4.1: Censuses and Surveys - Surveys only", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Average score Census and Survey Indicators indicators. Availability of recent censuses and surveys covering broad areas.  The following censuses and surveys are considered: Population & Housing census, Agriculture census, Business/establishment census, Household Survey on income/ consumption/ expenditure/ budget/ Integrated Survey, Agriculture survey, Labor Force Survey, Health/Demographic survey, Business/establishment survey. Source: NSO websites, World Bank microdata library, ILO microdata library, IHSN microdata librar", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM4.2.INDEX", "name": "Dimension 4.2: Administrative Data", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Average score for CRVS indicator.  An ideal indicator would include a score based on the density of administrative data available in sectors of social protection, education, labor, and health.  However, social protection, education, health, and labor admin data indicators not included because of lack of established methodology. While our team identified several promising sources for administrative data from the World Bank's ASPIRE team, WHO, UNESCO, and ILO, incomplete coverage across countries made us drop these indicators from our index.  A major research and data collection effort is needed from all custodian agencies  to fill in this information, so that a more comprehensive picture of administrative data availability can be produced.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM4.3.INDEX", "name": "Dimension 4.3: Geospatial Data", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Geospatial data available at 1st Admin Level.  We recognize that this data source provides only limited coverage but consider that it does at least provide some indication of the ability of the national statistical system to produce geospatial data. A major research and data collection effort is needed via GGIM to fill in this information, so that a more comprehensive picture of geospatial data capability at the national level can be produced. Until this is done, it we cannot even assess the scale of the data gaps in a comparable way.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM5.1.INDEX", "name": "Dimension 5.1: Legislation and governance", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Included in dashboard, but not index because of insufficient country coverage.  This indicator is based on PARIS21 indicators on SDG 17.18.2 (national statistical legislation compliance with UN Fundamental Principles of Official Statistics), existence of National Statistical Council, national statistical strategy generation, national statistical plan. Limited country coverage makes cross country comparison limited.  A global database of statistical and data legislation and governance practice would be a valuable resource for capacity building in general not just for the SPI.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM5.2.INDEX", "name": "Dimension 5.2: Standards and Methods", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Average score for Standards and Methods indicators. Internationally accepted and recommended methodology, classifications and standards provide the basis for national statistical offices (NSOs) on data integration, facilitating data exchange and providing the foundation for the preparation of relevant statistical indicators.  The following methods and standards are considered:  System of national accounts in use, National Accounts base year, Classification of national industry, CPI base year, Classification of household consumption, Classification of status of employment, Central government accounting status, Compilation of government finance statistics, Compilation of monetary and financial statistics, Business process.  . Further work could improve the validity of this indicator and reduce the risk that countries may be incentivized to adopt only traditional standards and methods and neglect innovative solutions that may be more valid in the current context.", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.DIM5.5.INDEX", "name": "Dimension 5.5: Finance", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Included in dashboard, but not index because of insufficient country coverage and concerns that the indicator has biases that would lead to misleading incentives.  The indicator is based on PARIS21 SDG indicators (SDG 17.18.3 (national statistical plan that is fully funded and under implementation).", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.INDEX", "name": "SPI Overall Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Overall Statistical Performance Indicators Index Score", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.INDEX.PIL1", "name": "Pillar 1 - Data Use - Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Indicators that capture demand side of statistical system", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.INDEX.PIL2", "name": "Pillar 2 - Data Services - Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Information on data releases, online access, and other data services", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.INDEX.PIL3", "name": "Pillar 3 - Data Products - Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Whether the country is able to produce relevant indicators, primarily related to SDGs", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.INDEX.PIL4", "name": "Pillar 4 - Data Sources - Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Censuses and surveys, admin data, geospatial", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SPI.INDEX.PIL5", "name": "Pillar 5 - Data Infrastructure - Score", "unit": "", "source": {"id": "83", "value": "Statistical Performance Indicators (SPI)"}, "sourceNote": "Standards and methodology used in classification", "sourceOrganization": "Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators)", "topics": []}
{"id": "SR.ARE.ARBL.K2", "name": "Arable land area (sq km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SR.ARE.SURF.K2", "name": "Surface area (sq km)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "SS.H2O.FAIL.DY", "name": "Water supply failure for firms receiving water (average days/year)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Water supply failure for firms receiving water is the average number of days per year that firms experienced insufficient water supply for production. ", "sourceOrganization": "World Bank Investment Climate Surveys.", "topics": []}
{"id": "ST.INT.ARVL", "name": "International tourism, number of arrivals", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International inbound tourists (overnight visitors) are the number of tourists who travel to a country other than that in which they have their usual residence, but outside their usual environment, for a period not exceeding 12 months and whose main purpose in visiting is other than an activity remunerated from within the country visited. When data on number of tourists are not available, the number of visitors, which includes tourists, same-day visitors, cruise passengers, and crew members, is shown instead. Sources and collection methods for arrivals differ across countries. In some cases data are from border statistics (police, immigration, and the like) and supplemented by border surveys. In other cases data are from tourism accommodation establishments. For some countries number of arrivals is limited to arrivals by air and for others to arrivals staying in hotels. Some countries include arrivals of nationals residing abroad while others do not. Caution should thus be used in comparing arrivals across countries. The data on inbound tourists refer to the number of arrivals, not to the number of people traveling. Thus a person who makes several trips to a country during a given period is counted each time as a new arrival.", "sourceOrganization": "World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "ST.INT.DPRT", "name": "International tourism, number of departures", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International outbound tourists are the number of departures that people make from their country of usual residence to any other country for any purpose other than a remunerated activity in the country visited. The data on outbound tourists refer to the number of departures, not to the number of people traveling. Thus a person who makes several trips from a country during a given period is counted each time as a new departure.", "sourceOrganization": "World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "ST.INT.RCPT.CD", "name": "International tourism, receipts (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International tourism receipts are expenditures by international inbound visitors, including payments to national carriers for international transport. These receipts include any other prepayment made for goods or services received in the destination country. They also may include receipts from same-day visitors, except when these are important enough to justify separate classification. For some countries they do not include receipts for passenger transport items. Data are in current U.S. dollars.", "sourceOrganization": "World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "ST.INT.RCPT.XP.ZS", "name": "International tourism, receipts (% of total exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International tourism receipts are expenditures by international inbound visitors, including payments to national carriers for international transport. These receipts include any other prepayment made for goods or services received in the destination country. They also may include receipts from same-day visitors, except when these are important enough to justify separate classification. For some countries they do not include receipts for passenger transport items. Their share in exports is calculated as a ratio to exports of goods and services, which comprise all transactions between residents of a country and the rest of the world involving a change of ownership from residents to nonresidents of general merchandise, goods sent for processing and repairs, nonmonetary gold, and services.", "sourceOrganization": "World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files, and IMF and World Bank exports estimates.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "ST.INT.TRNR.CD", "name": "International tourism, receipts for passenger transport items (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International tourism receipts for passenger transport items are expenditures by international inbound visitors for all services provided in the international transportation by resident carriers. Also included are passenger services performed within an economy by nonresident carriers. Excluded are passenger services provided to nonresidents by resident carriers within the resident economies; these are included in travel items. In addition to the services covered by passenger fares--including fares that are a part of package tours but excluding cruise fares, which are included in travel--passenger services include such items as charges for excess baggage, vehicles, or other personal accompanying effects and expenditures for food, drink, or other items for which passengers make expenditures while on board carriers. Data are in current U.S. dollars.", "sourceOrganization": "World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "ST.INT.TRNX.CD", "name": "International tourism, expenditures for passenger transport items (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International tourism expenditures for passenger transport items are expenditures of international outbound visitors in other countries for all services provided during international transportation by nonresident carriers. Also included are passenger services performed within an economy by nonresident carriers. Excluded are passenger services provided to nonresidents by resident carriers within the resident economies; these are included in travel items. In addition to the services covered by passenger fares--including fares that are a part of package tours but excluding cruise fares, which are included in travel--passenger services include such items as charges for excess baggage, vehicles, or other personal accompanying effects and expenditures for food, drink, or other items for which passengers make expenditures while on board carriers. Data are in current U.S. dollars.", "sourceOrganization": "World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "ST.INT.TVLR.CD", "name": "International tourism, receipts for travel items (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International tourism receipts for travel items are expenditures by international inbound visitors in the reporting economy. The goods and services are purchased by, or on behalf of, the traveler or provided, without a quid pro quo, for the traveler to use or give away. These receipts should include any other prepayment made for goods or services received in the destination country. They also may include receipts from same-day visitors, except in cases where these are so important as to justify a separate classification. Excluded is the international carriage of travelers, which is covered in passenger travel items. Data are in current U.S. dollars.", "sourceOrganization": "World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "ST.INT.TVLX.CD", "name": "International tourism, expenditures for travel items (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International tourism expenditures are expenditures of international outbound visitors in other countries. The goods and services are purchased by, or on behalf of, the traveler or provided, without a quid pro quo, for the traveler to use or give away. These may include expenditures by residents traveling abroad as same-day visitors, except in cases where these are so important as to justify a separate classification. Excluded is the international carriage of travelers, which is covered in passenger travel items. Data are in current U.S. dollars.", "sourceOrganization": "World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "ST.INT.XPND.CD", "name": "International tourism, expenditures (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International tourism expenditures are expenditures of international outbound visitors in other countries, including payments to foreign carriers for international transport. These expenditures may include those by residents traveling abroad as same-day visitors, except in cases where these are important enough to justify separate classification. For some countries they do not include expenditures for passenger transport items. Data are in current U.S. dollars.", "sourceOrganization": "World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "ST.INT.XPND.MP.ZS", "name": "International tourism, expenditures (% of total imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "International tourism expenditures are expenditures of international outbound visitors in other countries, including payments to foreign carriers for international transport. These expenditures may include those by residents traveling abroad as same-day visitors, except in cases where these are important enough to justify separate classification. For some countries they do not include expenditures for passenger transport items. Their share in imports is calculated as a ratio to imports of goods and services, which comprise all transactions between residents of a country and the rest of the world involving a change of ownership from nonresidents to residents of general merchandise, goods sent for processing and repairs, nonmonetary gold, and services.", "sourceOrganization": "World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files, and IMF and World Bank imports estimates.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TG.VAL.TOTL.GD.PP.ZS", "name": "Trade (% of GDP, PPP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TG.VAL.TOTL.GD.ZS", "name": "Merchandise trade (% of GDP)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise trade as a share of GDP is the sum of merchandise exports and imports divided by the value of GDP, all in current U.S. dollars.", "sourceOrganization": "World Trade Organization, and World Bank GDP estimates.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TG.VAL.TOTL.GG.ZS", "name": "Trade in goods (% of goods GDP)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.CONC.DIV.NO", "name": "Number of product (imports)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Number of products (at SITC, Revision 3, 3-digit group level) imported by country or country grouping; this figure includes only those products that are greater than 100,000 dollars or more than 0.3 per cent of the country\u2019s or country group\u2019s total imports.  The maximum number of products is 261.", "sourceOrganization": "UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).", "topics": []}
{"id": "TM.CONC.IND.XQ", "name": "Import product concentration index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator reflects the Herfindahl-Hirschmann index measure of the degree of import concentration within a country.  The sectoral Hirschmann index is defined as the square root of the sum of the squared shares of exports of each industry in total exports for the region under study.  Takes a value between 0 and 1, with 1 indicating that only a single product is exported.  Higher values indicate that imports are concentrated in fewer sectors.  On the contrary, values closer to 0 reflect a more equal distribution of market shares among importers.  Note that this type of concentration indicator tends to be quite vulnerable to cyclical fluctuations in relative-prices, in a way that commodity price rises make commodity importers look more concentrated.  ", "sourceOrganization": "UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).", "topics": []}
{"id": "TM.DIV.IND.XQ", "name": "Import product diversification index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The diversification index signals whether the structure of imports by product of a given country or group of countries differ from the structure of product of the world.  Diversification index that ranges from 0 to 1 reveals the extent of the differences between the structure of trade of the country or country group and the world average. The index value closer to 1 indicates a bigger difference from the world average. It is constructed as the inverse of a Herfindahl index, using disaggregated exports at 4 digits (following the STIC3).  This index is a modified Finger-Kreinin measure of similarity in trade. For more information, please consult the article of Finger, J. M. and M. E. Kreinin (1979), \u201cA measure of \u2018export similarity\u2019 and its possible uses\u201d in the Economic Journal , 89: 905-12.", "sourceOrganization": "UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).", "topics": []}
{"id": "TM.GATS.XD", "name": "General Agreement on Trade in Services (GATS) Commitments Index, all service sectors (0 least liberal to 100 most liberal)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator measures the extent of General Agreement on Trade in Services (GATS) commitments for all 155 services sub-sectors as classified by the GATS and in the four modes of the GATS. Each entry in the country\u2019s schedule is assigned scores based on its relative restrictiveness, using a criteria set out by Bernard Hoekman\u2019s methodology.  That resulted in 1,240 scores, ranging from 0 (unbound or no commitments) to 100 (completely liberalized), with an intermediate value of 50 for partial commitments. A simple average of the subsectoral scores were used to generate aggregate sectoral scores (for the 12 main services sectors as classified by the GATS), modes scores, and market access and national treatment scores. The overall 12 GATS commitment index is a simple average of the sectoral indices.  Disaggregated indices are available for Market Access and National Treatment and for twelve subsectors: business services, communication services, construction and engineering services, distribution services, educational services, environmental services, financial services, health services, tourism services, recreational and cultural services, transport services, and other services. ", "sourceOrganization": "GATS commitment schedules in the WTO, as scored by the World Bank Institute WTI 2008 team. Scoring and Sectoral weights follow Bernard Hoekman, Tentative First Steps: An assessment of the Uruguay Round Agreement on Services. Finance and Private Sector Dev", "topics": []}
{"id": "TM.MRC.NOTX.DV.ZS", "name": "Goods (excluding arms) admitted free of tariffs from developing countries (% total merchandise imports excluding arms)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "It is the proportion of duty free imports (excluding arms) into developed countries from developing and least developed countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered \u201cdeveloped\u201d regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. ", "sourceOrganization": "United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "TM.MRC.NOTX.LD.ZS", "name": "Goods (excluding arms) admitted free of tariffs from least developed countries (% total merchandise imports excluding arms)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "It is the proportion of duty free imports (excluding arms) into developed countries from developing and least developed countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered \u201cdeveloped\u201d regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council.", "sourceOrganization": "United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "TM.PRI.MRCH.CD.UN", "name": "Merchandise import price index (1987 = 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.PRI.MRCH.ID", "name": "Import Price Index, cif (1980=100, US$-based)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "TM.PRI.MRCH.XD", "name": "Import Price Index, cif (1987=100,US$-based)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.PRI.MRCH.XD.WB", "name": "Merchandise import price index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total merchandise imports  price index with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.PRI.NFSV.XU", "name": "Import price index, (nonfactor) services", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Measuring changes in the aggregate price level of a country's non-factor services imports c.i.f. over time with 1987 price index=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.QTY.ENGY.XD.WB", "name": "Import volume index, POL and other energy", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Petroleum and other energy products imports  volume index with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.QTY.FOOD.XD.WB", "name": "Import volume index, food", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total food imports  volume index with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.QTY.KGDS.XD.WB", "name": "Import volume index, capital goods", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Capital goods imports  volume index with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.QTY.MRCH.XD.WB", "name": "Merchandise import volume index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total merchandise imports  volume index with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.QTY.MRCH.XD.WD", "name": "Import volume index (2015 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Import volume indexes are derived from UNCTAD's volume index series and are the ratio of the import value indexes to the corresponding unit value indexes. Unit value indexes are based on data reported by countries that demonstrate consistency under UNCTAD quality controls, supplemented by UNCTAD's estimates using the previous year's trade values at the Standard International Trade Classification three-digit level as weights.", "sourceOrganization": "United Nations Conference on Trade and Development", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.QTY.NFCG.XD.WB", "name": "Import volume index, other consumer goods", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Other consumer goods imports  volume index with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.QTY.NFSV.XD", "name": "Import volume index, (nonfactor) services", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Imports of (non-factor) services. Data; Volume index with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.QTY.RAWM.XD.WB", "name": "Import volume index, manufactures", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Manufacture goods imports  volume index with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.QTY.RAWP.XD.WB", "name": "Import volume index, primary goods", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Primary goods imports  volume index with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.QTY.RAWT.XD.WB", "name": "Import volume index, intermediate goods", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Intermediate goods imports  volume index with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.TAX.AGRI.CD.DV", "name": "Average tariffs imposed by developed countries on agricultural products from developing countries (%)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered \u201cdeveloped\u201d regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.", "sourceOrganization": "United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "TM.TAX.AGRI.CD.LD", "name": "Average tariffs imposed by developed countries on agricultural products from least developed countries (%)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered \u201cdeveloped\u201d regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.", "sourceOrganization": "United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "TM.TAX.CLTH.CD.DV", "name": "Average tariffs imposed by developed countries on clothing products from developing countries (%)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered \u201cdeveloped\u201d regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.", "sourceOrganization": "United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "TM.TAX.CLTH.CD.LD", "name": "Average tariffs imposed by developed countries on clothing products from least developed countries (%)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered \u201cdeveloped\u201d regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.", "sourceOrganization": "United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "TM.TAX.MANF.B.ZS", "name": "Tariff barriers, share of lines bound, manufactured products (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator reflects the total share of lines in the country\u2019s tariff schedule bound subject to WTO Negotiation Agreements. Expressed as a percentage of total lines.  As calculated by the World Bank Institute WTI 2008 team. ", "sourceOrganization": "UNCTAD TRAINS database through WITS until 2006, then ITC database.", "topics": []}
{"id": "TM.TAX.MANF.BC.ZS", "name": "Binding coverage, manufactured products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Binding coverage is the percentage of product lines with an agreed bound rate. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MANF.BR.ZS", "name": "Bound rate, simple mean, manufactured products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Simple mean bound rate is the unweighted average of all the lines in the tariff schedule in which bound rates have been set. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MANF.DM.ZS", "name": "Tariff barriers, dispersion around the mean, manufactured products (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is calculated as the coefficient of variation of the applied tariff rates including preferential rates that a country applies to its trading partners available at HS 6-digit product level in a country\u2019s customs schedule.  As calculated by the World Bank Institute WTI 2008 team. ", "sourceOrganization": "UNCTAD TRAINS database through WITS until 2006, then ITC database.", "topics": []}
{"id": "TM.TAX.MANF.DP.ZS", "name": "Tariff barriers, share of lines domestic peaks, manufactured products (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator reflects the total share of lines in the country\u2019s MFN tariff schedule with the value above 3 times the simple average tariff.  Expressed as a percentage of total lines.  These shares are also reported disaggregated for agricultural goods and non-agricultural goods. ", "sourceOrganization": "United Nations Conference on Trade and Development (UNCTD) and the World Trade Organization.", "topics": []}
{"id": "TM.TAX.MANF.IP.ZS", "name": "Share of tariff lines with international peaks, manufactured products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of tariff lines with international peaks is the share of lines in the tariff schedule with tariff rates that exceed 15 percent. It provides an indication of how selectively tariffs are applied. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MANF.SM.AR.ZS", "name": "Tariff rate, applied, simple mean, manufactured products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Simple mean applied tariff is the unweighted average of effectively applied rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of simple mean tariffs. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MANF.SM.FN.ZS", "name": "Tariff rate, most favored nation, simple mean, manufactured products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Simple mean most favored nation tariff rate is the unweighted average of most favored nation rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MANF.SR.ZS", "name": "Share of tariff lines with specific rates, manufactured products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of tariff lines with specific rates is the share of lines in the tariff schedule that are set on a per unit basis or that combine ad valorem and per unit rates. It shows the extent to which countries use tariffs based on physical quantities or other, non-ad valorem measures. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MANF.WM.AR.ZS", "name": "Tariff rate, applied, weighted mean, manufactured products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Weighted mean applied tariff is the average of effectively applied rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of weighted mean tariffs. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MANF.WM.FN.ZS", "name": "Tariff rate, most favored nation, weighted mean, manufactured products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Weighted mean most favored nations tariff is the average of most favored nation rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MRCH.B.ZS", "name": "Tariff barriers, share of lines bound, all products (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator reflects the total share of lines in the country\u2019s tariff schedule bound subject to WTO Negotiation Agreements. Expressed as a percentage of total lines.  As calculated by the World Bank Institute WTI 2008 team. ", "sourceOrganization": "UNCTAD TRAINS database through WITS until 2006, then ITC database.", "topics": []}
{"id": "TM.TAX.MRCH.BC.ZS", "name": "Binding coverage, all products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Binding coverage is the percentage of product lines with an agreed bound rate. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MRCH.BR.ZS", "name": "Bound rate, simple mean, all products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Simple mean bound rate is the unweighted average of all the lines in the tariff schedule in which bound rates have been set. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MRCH.DM.ZS", "name": "Tariff barriers, dispersion around the mean, all products (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is calculated as the coefficient of variation of the applied tariff rates including preferential rates that a country applies to its trading partners available at HS 6-digit product level in a country\u2019s customs schedule.  As calculated by the World Bank Institute WTI 2008 team. ", "sourceOrganization": "UNCTAD TRAINS database through WITS until 2006, then ITC database.", "topics": []}
{"id": "TM.TAX.MRCH.DP.ZS", "name": "Tariff barriers, share of lines domestic peaks, all products (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator reflects the total share of lines in the country\u2019s MFN tariff schedule with the value above 3 times the simple average tariff.  Expressed as a percentage of total lines.  These shares are also reported disaggregated for agricultural goods and non-agricultural goods. ", "sourceOrganization": "United Nations Conference on Trade and Development (UNCTD) and the World Trade Organization.", "topics": []}
{"id": "TM.TAX.MRCH.IP.ZS", "name": "Share of tariff lines with international peaks, all products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of tariff lines with international peaks is the share of lines in the tariff schedule with tariff rates that exceed 15 percent. It provides an indication of how selectively tariffs are applied.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MRCH.SM.AR.ZS", "name": "Tariff rate, applied, simple mean, all products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Simple mean applied tariff is the unweighted average of effectively applied rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of simple mean tariffs.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MRCH.SM.FN.ZS", "name": "Tariff rate, most favored nation, simple mean, all products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Simple mean most favored nation tariff rate is the unweighted average of most favored nation rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MRCH.SR.ZS", "name": "Share of tariff lines with specific rates, all products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of tariff lines with specific rates is the share of lines in the tariff schedule that are set on a per unit basis or that combine ad valorem and per unit rates. It shows the extent to which countries use tariffs based on physical quantities or other, non-ad valorem measures.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MRCH.WM.AR.ZS", "name": "Tariff rate, applied, weighted mean, all products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Weighted mean applied tariff is the average of effectively applied rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of weighted mean tariffs. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.MRCH.WM.FN.ZS", "name": "Tariff rate, most favored nation, weighted mean, all products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Weighted mean most favored nations tariff is the average of most favored nation rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database.", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.TCOM.B.ZS", "name": "Tariff barriers, share of lines bound, primary products (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator reflects the total share of lines in the country\u2019s tariff schedule bound subject to WTO Negotiation Agreements. Expressed as a percentage of total lines.  As calculated by the World Bank Institute WTI 2008 team. ", "sourceOrganization": "UNCTAD TRAINS database through WITS until 2006, then ITC database.", "topics": []}
{"id": "TM.TAX.TCOM.BC.ZS", "name": "Binding coverage, primary products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Binding coverage is the percentage of product lines with an agreed bound rate. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.TCOM.BR.ZS", "name": "Bound rate, simple mean, primary products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Simple mean bound rate is the unweighted average of all the lines in the tariff schedule in which bound rates have been set. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.TCOM.DM.ZS", "name": "Tariff barriers, dispersion around the mean, primary products (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator is calculated as the coefficient of variation of the applied tariff rates including preferential rates that a country applies to its trading partners available at HS 6-digit product level in a country\u2019s customs schedule.  As calculated by the World Bank Institute WTI 2008 team. ", "sourceOrganization": "UNCTAD TRAINS database through WITS until 2006, then ITC database.", "topics": []}
{"id": "TM.TAX.TCOM.DP.ZS", "name": "Tariff barriers, share of lines domestic peaks, primary (%)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator reflects the total share of lines in the country\u2019s MFN tariff schedule with the value above 3 times the simple average tariff.  Expressed as a percentage of total lines.  These shares are also reported disaggregated for agricultural goods and non-agricultural goods. ", "sourceOrganization": "United Nations Conference on Trade and Development (UNCTD) and the World Trade Organization.", "topics": []}
{"id": "TM.TAX.TCOM.IP.ZS", "name": "Share of tariff lines with international peaks, primary products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of tariff lines with international peaks is the share of lines in the tariff schedule with tariff rates that exceed 15 percent. It provides an indication of how selectively tariffs are applied. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.TCOM.SM.AR.ZS", "name": "Tariff rate, applied, simple mean, primary products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Simple mean applied tariff is the unweighted average of effectively applied rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of simple mean tariffs. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.TCOM.SM.FN.ZS", "name": "Tariff rate, most favored nation, simple mean, primary products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Simple mean most favored nation tariff rate is the unweighted average of most favored nation rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.TCOM.SR.ZS", "name": "Share of tariff lines with specific rates, primary products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of tariff lines with specific rates is the share of lines in the tariff schedule that are set on a per unit basis or that combine ad valorem and per unit rates. It shows the extent to which countries use tariffs based on physical quantities or other, non-ad valorem measures. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.TCOM.WM.AR.ZS", "name": "Tariff rate, applied, weighted mean, primary products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Weighted mean applied tariff is the average of effectively applied rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of weighted mean tariffs. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.TCOM.WM.FN.ZS", "name": "Tariff rate, most favored nation, weighted mean, primary products (%)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Weighted mean most favored nations tariff is the average of most favored nation rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).", "sourceOrganization": "World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization\u2019s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.TAX.TXTL.CD.DV", "name": "Average tariffs imposed by developed countries on textile products from developing countries (%)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered \u201cdeveloped\u201d regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.", "sourceOrganization": "United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "TM.TAX.TXTL.CD.LD", "name": "Average tariffs imposed by developed countries on textile products from least developed countries (%)", "unit": "", "source": {"id": "19", "value": "Millennium Development Goals"}, "sourceNote": "It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered \u201cdeveloped\u201d regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.", "sourceOrganization": "United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.", "topics": [{"id": "18", "value": "Millenium development goals"}]}
{"id": "TM.UVI.MRCH.XD.WD", "name": "Import unit value index (2015 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Import unit value indices come from UNCTAD's trade database. Unit value indices are based on data reported by countries that demonstrate consistency under UNCTAD quality controls, supplemented by UNCTAD\u2019s estimates using the previous year\u2019s trade values at the Standard International Trade Classification three-digit level as weights. To improve data coverage, especially for the latest periods, UNCTAD constructs a set of average prices indexes at the three-digit product classification of the Standard International Trade Classification revision 3 using UNCTAD\u2019s Commodity Price Statistics, interna\u00actional and national sources, and UNCTAD secretariat estimates.", "sourceOrganization": "United Nations Conference on Trade and Development, Handbook of Statistics and data files. (http://unctadstat.unctad.org)", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.AGRI.ZS.UN", "name": "Agricultural raw materials imports (% of merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Agricultural raw materials comprise SITC section 2 (crude materials except fuels) excluding divisions 22, 27 (crude fertilizers and minerals excluding coal, petroleum, and precious stones), and 28 (metalliferous ores and scrap).", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.ENGY.CD.WB", "name": "POL and other energy imports (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Petroleum and energy products imports in current US dollars. Values are on cif (includes freight and insurance costs). ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.ENGY.KD.WB", "name": "POL and other energy imports (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Petroleum and energy products imports, cif (includes freight and insurance costs) in 1987 constant US dollars. ", "sourceOrganization": "\"World Bank country economists.\r\"", "topics": []}
{"id": "TM.VAL.FOOD.CD.WB", "name": "Food imports (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Food imports, cif (includes freight and insurance costs) in current US dollars.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.FOOD.KD.WB", "name": "Food imports (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Food imports, cif (includes freight and insurance costs) in 1987 constant US dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.FOOD.UN.ZS", "name": "Food (% of merchandise imports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.FOOD.ZS.UN", "name": "Food imports (% of merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Food comprises the commodities in SITC sections 0 (food and live animals), 1 (beverages and tobacco), and 4 (animal and vegetable oils and fats) and SITC division 22 (oil seeds, oil nuts, and oil kernels).", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.FUEL.CD", "name": "CP Imports of Fuels (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.FUEL.UN.ZS", "name": "Fuel (% of merchandise imports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.FUEL.ZS.UN", "name": "Fuel imports (% of merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fuels comprise the commodities in SITC section 3 (mineral fuels, lubricants and related materials).", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.ICTG.ZS.UN", "name": "ICT goods imports (% total goods imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Information and communication technology goods imports include computers and peripheral equipment, communication equipment, consumer electronic equipment, electronic components, and other information and technology goods (miscellaneous).", "sourceOrganization": "United Nations Conference on Trade and Development's UNCTADstat database at http://unctadstat.unctad.org/ReportFolders/reportFolders.aspx.", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.INSF.ZS.WT", "name": "Insurance and financial services (% of commercial service imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Insurance and financial services cover freight insurance on goods imported and other direct insurance such as life insurance; financial intermediation services such as commissions, foreign exchange transactions, and brokerage services; and auxiliary services such as financial market operational and regulatory services.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.KGDS.CD.WB", "name": "Capital goods imports (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Imports of capital goods in current US dollars. Values are on cif (includes freight and insurance costs). ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.KGDS.KD.WB", "name": "Capital goods imports (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Imports of capital goods, cif (includes freight and insurance costs) in 1987 constant US dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.MANF.CD", "name": "CP Imports of Manufactures (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.MANF.ZS.UN", "name": "Manufactures imports (% of merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Manufactures comprise the commodities in SITC sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport equipment), and 8 (miscellaneous manufactured goods), excluding division 68 (nonferrous metals).", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MCHT.UN.ZS", "name": "Machinery and transport equipment (% of merchandise imports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.METL.UN.ZS", "name": "Minerals and metals (% of merchandise imports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.MMTL.ZS.UN", "name": "Ores and metals imports (% of merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Ores and metals comprise commodities in SITC sections 27 (crude fertilizer, minerals nes); 28 (metalliferous ores, scrap); and 68 (non-ferrous metals).", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.AL.ZS", "name": "Merchandise imports from economies in the Arab World (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports from economies in the Arab World are the sum of merchandise imports by the reporting economy from economies in the Arab World. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.CD", "name": "CP Value of Imports, cif (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.MRCH.CD.UN", "name": "Merchandise imports (UN, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise imports show the c.i.f. value of goods received from the rest of the world valued in current U.S. dollars.", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": []}
{"id": "TM.VAL.MRCH.CD.UN.ZG", "name": "Import growth, value (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.MRCH.CD.WB", "name": "Merchandise imports, WB (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total merchandise imports, cif (includes freight and insurance costs) in current US dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.MRCH.CD.WT", "name": "Merchandise imports (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports show the c.i.f. value of goods received from the rest of the world valued in current U.S. dollars.", "sourceOrganization": "World Trade Organization.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.HI.ZS", "name": "Merchandise imports from high-income economies (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports from high-income economies are the sum of merchandise imports by the reporting economy from high-income economies according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.KD", "name": "Imports, cif (1980 US$) (Const. Price)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.MRCH.KD.UN", "name": "Merchandise imports (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.MRCH.KD.UN.ZG", "name": "Import growth, volume (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.MRCH.KD.WB", "name": "Merchandise imports (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total merchandise imports, cif (includes freight and insurance costs) in 1987 constant US dollars. ", "sourceOrganization": "World Bank country economists. ", "topics": []}
{"id": "TM.VAL.MRCH.OR.ZS", "name": "Merchandise imports from low- and middle-income economies outside region (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports from low- and middle-income economies outside region are the sum of merchandise imports by the reporting economy from other low- and middle-income economies in other World Bank regions according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.R1.ZS", "name": "Merchandise imports from low- and middle-income economies in East Asia & Pacific (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports from low- and middle-income economies in East Asia and Pacific are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the East Asia and Pacific region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.R2.ZS", "name": "Merchandise imports from low- and middle-income economies in Europe & Central Asia (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports from low- and middle-income economies in Europe and Central Asia are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the Europe and Central Asia region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.R3.ZS", "name": "Merchandise imports from low- and middle-income economies in Latin America & the Caribbean (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports from low- and middle-income economies in Latin America and the Caribbean are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the Latin America and the Caribbean region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.R4.ZS", "name": "Merchandise imports from low- and middle-income economies in Middle East & North Africa (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports from low- and middle-income economies in Middle East and North Africa are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the Middle East and North Africa region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.R5.ZS", "name": "Merchandise imports from low- and middle-income economies in South Asia (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports from low- and middle-income economies in South Asia are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the South Asia region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.R6.ZS", "name": "Merchandise imports from low- and middle-income economies in Sub-Saharan Africa (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports from low- and middle-income economies in Sub-Saharan Africa are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the Sub-Saharan Africa region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.RS.ZS", "name": "Merchandise imports by the reporting economy, residual (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports by the reporting economy residuals are the total merchandise imports by the reporting economy from the rest of the world as reported in the IMF's Direction of trade database, less the sum of imports by the reporting economy from high-, low-, and middle-income economies according to the World Bank classification of economies. Includes trade with unspecified partners or with economies not covered by World Bank classification. Data are as a percentage of total merchandise imports by the economy.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.WL.CD", "name": "Merchandise imports by the reporting economy (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports by the reporting economy are the total merchandise imports by the reporting economy from the rest of the world, as reported in the IMF's Direction of trade database. Data are in current U.S. dollars.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.WR.ZS", "name": "Merchandise imports from low- and middle-income economies within region (% of total merchandise imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise imports from low- and middle-income economies within region are the sum of merchandise imports by the reporting economy from other low- and middle-income economies in the same World Bank region according to the World Bank classification of economies. Data are as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data. No figures are shown for high-income economies, because they are a separate category in the World Bank classification of economies.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.MRCH.XD.WD", "name": "Import value index (2015 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Import value indexes are the current value of imports (c.i.f.) converted to U.S. dollars and expressed as a percentage of the average for the base period (2015). UNCTAD's import value indexes are reported for most economies.", "sourceOrganization": "United Nations Conference on Trade and Development", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.NFCG.CD.WB", "name": "Other consumer goods imports (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Consumer goods imports, cif (includes freight and insurance costs) in current dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.NFCG.KD.WB", "name": "Other consumer goods imports (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Consumer goods imports, cif (includes freight and insurance costs) in 1987 constant US dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.NFOD.UN.ZS", "name": "Non-food primary commodities (% of merchandise imports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.NFPP.CD", "name": "Imports of Nonfuel Primary Prod.(US$,curr. pr.)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.NFPR.CD", "name": "CP Imports of Nonfuel Primary Products (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.OMFG.UN.ZS", "name": "Other manufactures (% of merchandise imports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}
{"id": "TM.VAL.OPRM.UN.ZS", "name": "Other primary commodities (% of merchandise imports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TM.VAL.OTHR.ZS.WT", "name": "Computer, communications and other services (% of commercial service imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Computer, communications and other services (% of commercial service imports) include such activities as international telecommunications, and postal and courier services; computer data; news-related service transactions between residents and nonresidents; construction services; royalties and license fees; miscellaneous business, professional, and technical services; and personal, cultural, and recreational services.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.RAWM.CD.WB", "name": "Intermediate goods imports, manufactures (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Imports of manufactures (SITC 5 through 9 excluding 68) in current US dollars. Values are on c.i.f. basis. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.RAWM.KD.WB", "name": "Intermediate goods imports, manufactures (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Imports of manufactures (SITC 5 through 9 excluding 68) in 1987 constant US dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.RAWP.CD.WB", "name": "Intermediate goods imports, primary (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Primary goods imports, cif (includes freight and insurance costs) in current US dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.RAWP.KD.WB", "name": "Intermediate goods imports, primary (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Primary goods imports, cif (includes freight and insurance costs) in 1987 constant US dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.RAWT.CD.WB", "name": "Intermediate goods imports, total (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Intermediate goods imports, cif (includes freight and insurance costs) current US dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.RAWT.KD.WB", "name": "Intermediate goods imports, total (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Intermediate goods imports, cif (includes freight and insurance costs) in 1987 constant US dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TM.VAL.SERV.CD.WT", "name": "Commercial service imports (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Commercial service imports are total service imports minus imports of government services not included elsewhere. International transactions in services are defined by the IMF's Balance of Payments Manual (1993) as the economic output of intangible commodities that may be produced, transferred, and consumed at the same time. Definitions may vary among reporting economies.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.TRAN.ZS.WT", "name": "Transport services (% of commercial service imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Transport services (% of commercial service imports) covers all transport services (sea, air, land, internal waterway, space, and pipeline) performed by residents of one economy for those of another and involving the carriage of passengers, movement of goods (freight), rental of carriers with crew, and related support and auxiliary services. Excluded are freight insurance, which is included in insurance services; goods procured in ports by nonresident carriers and repairs of transport equipment, which are included in goods; repairs of railway facilities, harbors, and airfield facilities, which are included in construction services; and rental of carriers without crew, which is included in other services.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VAL.TRVL.ZS.WT", "name": "Travel services (% of commercial service imports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Travel services (% of commercial service imports) covers goods and services acquired from an economy by travelers in that economy for their own use during visits of less than one year for business or personal purposes. Travel services include the goods and services consumed by travelers, such as lodging, meals, and transport (within the economy visited).", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TM.VOL.MRCH.ZG", "name": "Growth of merch. imports (av. ann grwth %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TN.PRI.MRCH.ID", "name": "Terms of Trade Index (1980=100, US$-based)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TOT", "name": "Terms of Trade", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "The terms of trade effect equals capacity to import less exports of goods and services.", "sourceOrganization": "World Bank staff calculations based on Datastream data.", "topics": []}
{"id": "TOTRESV", "name": "Total Reserves", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. ", "sourceOrganization": "World Bank staff calculations based on Datastream data.", "topics": []}
{"id": "TRAD.EXPT.BVTO", "name": "Export: Beverages and tobacco (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.EXPT.CHEM", "name": "Export: Chemical and related products, nes (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.EXPT.CRUD", "name": "Export: Crude materials, inedible, except fuels (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.EXPT.FLVSK", "name": "Export: Food and Live Animals (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.EXPT.FUEL", "name": "Export: Mineral fuels, lubricants and related materials (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.EXPT.MANF", "name": "Export: Manufactured goods, classified chiefly by material (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.EXPT.MANF.OTHR", "name": "Export: Miscellaneous manufactures articles (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.EXPT.MTRN", "name": "Export: Machinery and transport equipment (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.EXPT.OLFTW", "name": "Export: Animals and vegetable oil, fat and waxes (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.EXPT.OTHR", "name": "Export: Commodities and transaction not elsewhere classified (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.IMPT.BVTO", "name": "Import: Beverages and tobacco (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.IMPT.CHEM", "name": "Import: Chemical and related products, nes (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.IMPT.CRUD", "name": "Import: Crude materials, inedible, except fuels (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.IMPT.FLVSK", "name": "Import: Food and Live Animals (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.IMPT.FUEL", "name": "Import: Mineral fuels, lubricants and related materials (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.IMPT.MANF", "name": "Import: Manufactured goods, classified chiefly by material (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.IMPT.MANF.OTHR", "name": "Import: Miscellaneous manufactures articles (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.IMPT.MTRN", "name": "Import: Machinery and transport equipment (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.IMPT.OLFTW", "name": "Import: Animals and vegetable oil, fat and waxes (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRAD.IMPT.OTHR", "name": "Import: Commodities and transaction not elsewhere classified (province Level, in USD)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade", "topics": []}
{"id": "TRD.ACRS.BRDR.DB0615.DFRN", "name": "Trading across borders (DB06-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "Doing Business measures the time and cost associated with exporting and importing a standardized cargo of goods by sea transport. The time and cost necessary to complete 4 predefined stages (document preparation; customs clearance and inspections; inland transport and handling; and port and terminal handling) for exporting and importing the goods are recorded. All documents needed by the trader to export or import the goods across the border are also recorded. The process of exporting goods ranges from packing the goods into the container at the warehouse to their departure from the port of exit. The process of importing goods ranges from the vessel\u2019s arrival at the port of entry to the cargo\u2019s delivery at the warehouse. For landlocked economies, since the seaport is located in the transit economy, the time, cost and documents associated with the processes at the inland border are also included. The score for trading across borders is a simple average of the cost to export and import, time to export and import, and the number documents to export and import. It is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.DB1619.DFRN", "name": "Trading across borders (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "Doing Business measures the time and cost associated with three sets of procedures of exporting and importing goods \u2014documentary compliance, border compliance and domestic transport\u2014within the overall process of exporting or importing a shipment of goods. The score for trading across borders is the simple average of the scores for the time and cost for documentary compliance and border compliance to export and import. It is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.DOC.COMP.HR.DB1619", "name": "Time to export: Documentary compliance (hours) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time for documentary compliance to export records the time associated with compliance with the export documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. It is calculated in hours.  It includes the time for obtaining documents; preparing documents; processing documents; presenting documents; and submitting documents. All electronic or paper submissions of information requested by any government agency in connection with the shipment are considered to be documents obtained, prepared and submitted during the export process. All documents prepared by the freight forwarder or customs broker for the product and partner pair assumed in the case study are included regardless of whether they are required by law or in practice. The component indicator is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.DOCS.EXPT.NO.DB0615", "name": "Trading across borders: Documents to export (number) (DB06-15 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The number of documents to export records the number of documents required by law or common practice by relevant agencies per export shipment. All documents required by law or common practice by relevant agencies\u2014including government ministries, customs authorities, port authorities and other control agencies\u2014per export shipment are taken into account. For landlocked economies, documents required by authorities in the transit economy are also included. Since payment is by letter of credit, all documents required by banks for the issuance or securing of a letter of credit are also taken into account. Documents that are requested at the time of clearance but that are valid for a year or longer or do not require renewal per shipment (for example, an annual tax clearance certificate) are not included. Documents that are required by customs authorities purely for purposes of preferential treatment but are not required for any other purpose by any of the authorities in the process of trading are not included. The component indicator is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.DOCS.EXPT.NO.DB0615.DFRN", "name": "Trading across borders: Documents to export (number) (DB06-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the number of documents to export benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.DOCS.IMP.NO.DB0615", "name": "Trading across borders: Documents to import (number) (DB06-15 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The number of documents to import records the number of documents required by law or common practice by relevant agencies per import shipment. All documents required by law or common practice by relevant agencies\u2014including government ministries, customs authorities, port authorities and other control agencies\u2014per import shipment are taken into account. For landlocked economies, documents required by authorities in the transit economy are also included. Since payment is by letter of credit, all documents required by banks for the issuance or securing of a letter of credit are also taken into account. Documents that are requested at the time of clearance but that are valid for a year or longer or do not require renewal per shipment (for example, an annual tax clearance certificate) are not included. Documents that are required by customs authorities purely for purposes of preferential treatment but are not required for any other purpose by any of the authorities in the process of trading are not included. The component indicator is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.DOCS.IMP.NO.DB0615.DFRN", "name": "Trading across borders: Documents to import (number) (DB06-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the number of documents to import benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.BRDR.COMP.HR.DB1619", "name": "Time to export: Border compliance (hours) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time for border compliance to export records the time associated with compliance with the economy\u2019s customs regulations and with regulations relating to other inspections that are mandatory in order for the export shipment to cross the economy\u2019s border, as well as the time and cost for handling that takes place at its port or border. It is calulcated in hours. The time for this segment includes time for customs clearance and inspection procedures conducted by other agencies. If all customs clearance and other inspections take place at the port or border at the same time, the time estimate for border compliance takes this simultaneity into account. The component indicator is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.COST.BRDR.COMP.CD.DB1619", "name": "Trading across borders: Cost to export: Border compliance (USD) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost for border compliance to export records the cost associated with compliance with the economy\u2019s customs regulations and with regulations relating to other inspections that are mandatory in order for the export shipment to cross the economy\u2019s border, as well as the time and cost for handling that takes place at its port or border. It is calculated in US dollars. The cost for this segment include the cost for customs clearance and inspection procedures conducted by other agencies. For example, the cost for conducting a phytosanitary inspection would be included here. Informal payments for which no receipt is issued are excluded from the costs recorded. The component indicator is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.COST.BRDR.COMP.CD.DB1619.DFRN", "name": "Trading across borders: Cost to export: Border compliance (USD) (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the cost for border compliance to export benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.COST.CD.DB0615", "name": "Trading across borders: Cost to export (US$ per container deflated) (DB06-15 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost to export records the cost associated with exporting a standardized cargo of goods by sea transport through 4 predefined stages: document preparation; customs clearance and inspections; inland transport and handling; and port and terminal handling. It is calculated in US dollars per container deflated. Cost measures the fees levied on the export of goods in a 20-foot container, in US dollars. All fees charged by government agencies and the private sector to a trader in the process of exporting and importing the goods are taken into account. These include but are not limited to costs for documents, administrative fees for customs clearance and inspections, customs broker fees, port-related charges and inland transport costs. Only official costs are recorded. The component indicator is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.COST.CD.DB0615.DFRN", "name": "Trading across borders: Cost to export (US$ per container) (DB06-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the cost to export benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.COST.DOC.COMP.CD.DB1619", "name": "Trading across borders: Cost to export: Documentary compliance (USD) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost for documentary compliance to export records the cost associated with compliance with the export documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. It is calculated in UD dollars. The cost for documentary compliance includes the cost for obtaining, preparing, processing, presenting and submitting documents. Insurance cost and informal payments for which no receipt is issued are excluded from the costs recorded. The component indicator is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.COST.DOC.COMP.CD.DB1619.DFRN", "name": "Trading across borders: Cost to export: Documentary compliance (USD) (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the cost for documentary compliance to export benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.DURS.DY.DB0615", "name": "Time to export (days) (DB06-15 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time to export records the time associated with exporting a standardized cargo of goods by sea transport through 4 predefined stages: document preparation; customs clearance and inspections; inland transport and handling; and port and terminal handling. It is calculated in calendar days. The time calculation for each of the 4 predefined stages starts from the moment the stage is initiated and runs until it is completed. Fast-track procedures applying only to firms located in an export processing zone, or only to certain accredited firms under authorized economic operator programs, are not taken into account because they are not available to all trading companies. Sea transport time is not included. It is assumed that neither the exporter nor the importer wastes time and that each commits to completing the process without delay. It is assumed that document preparation, inland transport and handling, customs clearance and inspections, and port and terminal handling require a minimum time of 1 day each and cannot take place simultaneously. The component indicator is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.TM.BRDR.COMP.HR.DB1619.DFRN", "name": "Trading across borders: Time to export: Border compliance (hours) (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the time for border compliance to export benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.TM.DOC.COMP.HR.DB1619.DFRN", "name": "Trading across borders: Time to export: Documentary compliance (hours) (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the time for documentary compliance to export benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.EXPT.TM.DY.DB0615.DFRN", "name": "Trading across borders: Time to export (days) (DB06-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the time to export benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.BRDR.COMP.HR.DB1619", "name": "Time to import: Border compliance (hours) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time for border compliance to import records the time associated with compliance with the economy\u2019s customs regulations and with regulations relating to other inspections that are mandatory in order for the import shipment to cross the economy\u2019s border, as well as the time and cost for handling that takes place at its port or border. It is calculate in hours. The time for this segment includes time for customs clearance and inspection procedures conducted by other agencies. If all customs clearance and other inspections take place at the port or border at the same time, the time estimate for border compliance takes this simultaneity into account. The component indicator is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.COST.BRDR.COMP.CD.DB1619", "name": "Trading across borders: Cost to import: Border compliance (USD) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost for border compliance to import records the cost associated with compliance with the economy\u2019s customs regulations and with regulations relating to other inspections that are mandatory in order for the import shipment to cross the economy\u2019s border, as well as the time and cost for handling that takes place at its port or border. It is calculated in US dollars. The cost for this segment include the cost for customs clearance and inspection procedures conducted by other agencies. For example, the cost for conducting a technical standard inspection would be included here. Informal payments for which no receipt is issued are excluded from the costs recorded. The component indicator is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.COST.BRDR.COMP.CD.DB1619.DFRN", "name": "Trading across borders: Cost to import: Border compliance (USD) (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the cost for border compliance to import benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.COST.CD.DB0615", "name": "Trading across borders: Cost to import (US$ per container deflated)(DB06-15 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost to import records the cost associated with importing a standardized cargo of goods by sea transport through 4 predefined stages: document preparation; customs clearance and inspections; inland transport and handling; and port and terminal handling. It is calculated in US dollars per container deflated. Cost measures the fees levied on import of goods in a 20-foot container, in US dollars. All fees charged by government agencies and the private sector to a trader in the process of exporting and importing the goods are taken into account. These include but are not limited to costs for documents, administrative fees for customs clearance and inspections, customs broker fees, port-related charges and inland transport costs. Only official costs are recorded. The component indicator is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.COST.CD.DB0615.DFRN", "name": "Trading across borders: Cost to import (US$ per container)(DB06-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the cost to import benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.COST.DOC.COMP.CD.DB1619", "name": "Trading across borders: Cost to import: Documentary compliance (USD) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The cost for documentary compliance to import records the cost associated with compliance with the import documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. It is calculated in US dollars. The cost for documentary compliance includes the cost for obtaining, preparing, processing, presenting and submitting documents. Insurance cost and informal payments for which no receipt is issued are excluded from the costs recorded. The component indicator is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.COST.DOC.COMP.CD.DB1619.DFRN", "name": "Trading across borders: Cost to import: Documentary compliance (USD) (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the cost for documentary compliance to import benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.DOC.COMP.HR.DB1619", "name": "Time to import: Documentary compliance (hours) (DB16-20 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time for documentary compliance to import records the time associated with compliance with the import documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. It is calculated in hours. It  includes the time for obtaining documents, preparing documents, processing documents, presenting documents and submitting documents. All electronic or paper submissions of information requested by any government agency in connection with the shipment are considered to be documents obtained, prepared and submitted during the import process. All documents prepared by the freight forwarder or customs broker for the product and partner pair assumed in the case study are included regardless of whether they are required by law or in practice. The component indicator is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.DURS.DY.DB0615", "name": "Time to import (days) (DB06-15 methodology)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The time to import records the time associated with importing a standardized cargo of goods by sea transport through 4 predefined stages: document preparation; customs clearance and inspections; inland transport and handling; and port and terminal handling. It is calulcated in calendar days. The time calculation for each of the 4 predefined stages starts from the moment the stage is initiated and runs until it is completed. Fast-track procedures applying only to certain accredited firms under authorized economic operator programs are not taken into account because they are not available to all trading companies. Sea transport time is not included. It is assumed that neither the exporter nor the importer wastes time and that each commits to completing the process without delay. It is assumed that document preparation, inland transport and handling, customs clearance and inspections, and port and terminal handling require a minimum time of 1 day each and cannot take place simultaneously. The component indicator is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.TM.BRDR.COMP.HR.DB1619.DFRN", "name": "Trading across borders: Time to import: Border compliance (hours) (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the time for border compliance to import benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.TM.DOC.COMP.HR.DB1619.DFRN", "name": "Trading across borders: Time to import: Documentary compliance (hours) (DB16-20 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the time for documentary compliance to import benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB16-20 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.IMP.TM.DY.DB0615.DFRN", "name": "Trading across borders: Time to import (days) (DB06-15 methodology) - Score", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The score for the time to import benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB06-15 studies.", "sourceOrganization": "", "topics": []}
{"id": "TRD.ACRS.BRDR.RK.DB19", "name": "Rank: Trading across borders (1=most business-friendly regulations)", "unit": "", "source": {"id": "1", "value": "Doing Business"}, "sourceNote": "The ranking of economies on the ease of trading across borders is determined by sorting their scores for trading across borders.", "sourceOrganization": "", "topics": []}
{"id": "TT.INC.MRCH.XD.UN", "name": "Income terms of trade (1987 = 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TT.PRI.MRCH.XD", "name": "Terms of Trade Index (1987=100,US$-based)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TT.PRI.MRCH.XD.UN", "name": "Net barter terms of trade (1987 = 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TT.PRI.MRCH.XD.WB", "name": "Merchandise Terms of Trade (1987 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Net barter (merchandise) terms of trade (1987 = 100) are the ratio of the export price index to the corresponding import price index measured relative to the base year of 1987. ", "sourceOrganization": " World Bank country economists.", "topics": []}
{"id": "TT.PRI.MRCH.XD.WD", "name": "Net barter terms of trade index (2015 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Net barter terms of trade index is calculated as the percentage ratio of the export unit value indexes to the import unit value indexes, measured relative to the base year 2015.", "sourceOrganization": "United Nations Conference on Trade and Development", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.CONC.DIV.NO", "name": "Number of product (exports)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Number of products (at SITC, Revision 3, 3-digit group level) exported by country or country grouping; this figure includes only those products that are greater than 100,000 dollars or more than 0.3 per cent of the country\u2019s or country group\u2019s total exports.  The maximum number of products is 261.", "sourceOrganization": "UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).", "topics": []}
{"id": "TX.CONC.IND.XQ", "name": "Export product concentration index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This indicator reflects the Herfindahl-Hirschmann index measure of the degree of export concentration within a country.  The sectoral Hirschmann index is defined as the square root of the sum of the squared shares of exports of each industry in total exports for the region under study.  Takes a value between 0 and 1, with 1 indicating that only a single product is exported.  Higher values indicate that exports are concentrated in fewer sectors.  On the contrary, values closer to 0 reflect a more equal distribution of market shares among exporters. Note that this type of concentration indicator tends to be quite vulnerable to cyclical fluctuations in relative-prices, in a way that commodity price rises make commodity exporters look more concentrated.  ", "sourceOrganization": "UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).", "topics": []}
{"id": "TX.DIV.IND.XQ", "name": "Export product diversification index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The diversification index signals whether the structure of exports by product of a given country or group of countries differ from the structure of product of the world.  Diversification index is computed by measuring absolute deviation of the country share from world structure.  Diversification index that ranges from 0 to 1 reveals the extent of the differences between the structure of trade of the country or country group and the world average. The index value closer to 1 indicates a bigger difference from the world average. It is constructed as the inverse of a Herfindahl index, using disaggregated exports at 4 digits (following the STIC3).  ", "sourceOrganization": "UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).", "topics": []}
{"id": "TX.MNF.TECH.ZS.UN", "name": "Medium and high-tech exports (% manufactured exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Share of medium and high-tech manufactured exports in total manufactured exports.", "sourceOrganization": "United Nations Industrial Development Organization (UNIDO), Competitive Industrial Performance (CIP) database", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.PRI.FUEL.ID", "name": "Fuel Export Price Index (1980=100, US$-based)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.PRI.MANF.ID", "name": "Manufactures Exp. Price Index (1980=100, US$-based)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.PRI.MRCH.CD.UN", "name": "Merchandise export price index (1987 = 100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.PRI.MRCH.ID", "name": "Export Price Index, fob (1980=100, US$-based)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.PRI.MRCH.XD", "name": "Export Price Index, fob (1987=100,US$-based)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.PRI.MRCH.XD.WB", "name": "Merchandise export price index (1987 = 100)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This item is a price index measuring changes in the aggregate price level of a country's merchandise exports f.o.b. over time. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.PRI.NFPR.ID", "name": "Nonfuel Prim.Prod.Exp.Price Index (1980=100,US$-based)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.PRI.NFSV.XU", "name": "Export price index, (nonfactor) services", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "This item is a price index measuring changes in the aggregate price level of a country's non-factor services exports over time with 1987 price index=100.  ", "sourceOrganization": "World Bank  country economists.", "topics": []}
{"id": "TX.QTY.COM1.XD.WB", "name": "Exports of commodity 1 (volume index)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Export volume index of commodity 1 with 1987=100. ", "sourceOrganization": "World Bank  country economists.", "topics": []}
{"id": "TX.QTY.COM2.XD.WB", "name": "Exports of commodity 2 (volume index)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Export volume index of commodity 2 with 1987=100. ", "sourceOrganization": "World Bank  country economists.", "topics": []}
{"id": "TX.QTY.COM3.XD.WB", "name": "Exports of commodity 3 (volume index)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Export volume index of commodity 3 with 1987=100. ", "sourceOrganization": "World Bank  country economists.", "topics": []}
{"id": "TX.QTY.COM4.XD.WB", "name": "Exports of commodity 4 (volume index)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Export volume index of commodity 4 with 1987=100. ", "sourceOrganization": "World Bank  country economists.", "topics": []}
{"id": "TX.QTY.MANF.XD.WB", "name": "Export volume index, manufactures", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Export volume index of manufactures with 1987=100.  ", "sourceOrganization": "World Bank  country economists.", "topics": []}
{"id": "TX.QTY.MRCH.XD.WB", "name": "Merchandise export volume index", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Merchandise exports volume index with 1987=100. ", "sourceOrganization": "World Bank  country economists.", "topics": []}
{"id": "TX.QTY.MRCH.XD.WD", "name": "Export volume index (2015 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Export volume indexes are derived from UNCTAD's volume index series and are the ratio of the export value indexes to the corresponding unit value indexes. Unit value indexes are based on data reported by countries that demonstrate consistency under UNCTAD quality controls, supplemented by UNCTAD's estimates using the previous year's trade values at the Standard International Trade Classification three-digit level as weights.", "sourceOrganization": "United Nations Conference on Trade and Development", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.QTY.NFSV.XD", "name": "Export volume index, (nonfactor) services", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of (non-factor) services. Data; Volume index with 1987=100. ", "sourceOrganization": "World Bank  country economists.", "topics": []}
{"id": "TX.QTY.OCOM.XD.WB", "name": "Export volume index, other primary commodities", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Export volume index of other primary commodities with 1987=100. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.UVI.MRCH.XD.WD", "name": "Export unit value index (2015 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Export unit value indices come from UNCTAD's trade database. Unit value indices are based on data reported by countries that demonstrate consistency under UNCTAD quality controls, supplemented by UNCTAD\u2019s estimates using the previous year\u2019s trade values at the Standard International Trade Classification three-digit level as weights. To improve data coverage, especially for the latest periods, UNCTAD constructs a set of average prices indexes at the three-digit product classification of the Standard International Trade Classification revision 3 using UNCTAD\u2019s Commodity Price Statistics, interna\u00actional and national sources, and UNCTAD secretariat estimates.", "sourceOrganization": "United Nations Conference on Trade and Development, Handbook of Statistics and data files. (http://unctadstat.unctad.org)", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.AGRI.ZS.UN", "name": "Agricultural raw materials exports (% of merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Agricultural raw materials comprise SITC section 2 (crude materials except fuels) excluding divisions 22, 27 (crude fertilizers and minerals excluding coal, petroleum, and precious stones), and 28 (metalliferous ores and scrap).", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": [{"id": "1", "value": "Agriculture & Rural Development  "}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.COM1.CD.WB", "name": "Exports of commodity 1 (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of commodity 1 in current US dollars and fob basis. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.COM1.KD.WB", "name": "Exports of commodity 1 (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of commodity 1 in 1987 constant US dollars and fob basis. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.COM2.CD.WB", "name": "Exports of commodity 2 (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of commodity 2 in current US dollars and fob basis. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.COM2.KD.WB", "name": "Exports of commodity 2 (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of commodity 2 in 1987 constant US dollars and fob basis. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.COM3.CD.WB", "name": "Exports of commodity 3 (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of commodity 3 in current US dollars and fob basis. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.COM3.KD.WB", "name": "Exports of commodity 3 (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of commodity 3 in 1987 constant US dollars and fob basis. ", "sourceOrganization": "World Bank country economists.", "topics": [{}]}
{"id": "TX.VAL.COM4.CD.WB", "name": "Exports of commodity 4 (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of commodity 4 in current US dollars and fob basis. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.COM4.KD.WB", "name": "Exports of commodity 4 (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of commodity 4 in 1987 constant US dollars and fob basis. ", "sourceOrganization": " World Bank country economists.", "topics": []}
{"id": "TX.VAL.FMTL.UN.ZS", "name": "Fuels, minerals, and metals (% of merchandise exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.FOOD.UN.ZS", "name": "Food (% of merchandise exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.FOOD.ZS.UN", "name": "Food exports (% of merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Food comprises the commodities in SITC sections 0 (food and live animals), 1 (beverages and tobacco), and 4 (animal and vegetable oils and fats) and SITC division 22 (oil seeds, oil nuts, and oil kernels).", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.FUEL.CD", "name": "CP Exports of Fuels (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.FUEL.ZS.UN", "name": "Fuel exports (% of merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Fuels comprise the commodities in SITC section 3 (mineral fuels, lubricants and related materials).", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.ICTG.ZS.UN", "name": "ICT goods exports (% of total goods exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Information and communication technology goods exports include computers and peripheral equipment, communication equipment, consumer electronic equipment, electronic components, and other information and technology goods (miscellaneous).", "sourceOrganization": "United Nations Conference on Trade and Development's UNCTADstat database at http://unctadstat.unctad.org/ReportFolders/reportFolders.aspx.", "topics": [{"id": "9", "value": "Infrastructure "}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.INSF.ZS.WT", "name": "Insurance and financial services (% of commercial service exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Insurance and financial services cover freight insurance on goods exported and other direct insurance such as life insurance; financial intermediation services such as commissions, foreign exchange transactions, and brokerage services; and auxiliary services such as financial market operational and regulatory services.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MANF.CD", "name": "CP Exports of Manufactures (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.MANF.CD.WB", "name": "Manufactures exports (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Manufactures comprise the commodities in SITC sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport equipment), and 8 (miscellaneous manufactured goods), excluding division 68 (nonferrous metals).", "sourceOrganization": "World Bank staff estimates from the COMTRADE database maintained by the United Nations Statistics Division.", "topics": []}
{"id": "TX.VAL.MANF.KD.WB", "name": "Manufactures exports (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Manufactures comprise the commodities in SITC sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport equipment), and 8 (miscellaneous manufactured goods), excluding division 68 (nonferrous metals) in 1987 constant US dollars. Values are on fob basis.", "sourceOrganization": "World Bank  country economists.", "topics": []}
{"id": "TX.VAL.MANF.UN.ZS", "name": "Manufactures (% of merchandise exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.MANF.ZS.UN", "name": "Manufactures exports (% of merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Manufactures comprise commodities in SITC sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport equipment), and 8 (miscellaneous manufactured goods), excluding division 68 (non-ferrous metals).", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MCHT.UN.ZS", "name": "Machinery and transport equipment (% of merchandise exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.METL.UN.ZS", "name": "Metals (% of merchandise exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.MMTL.ZS.UN", "name": "Ores and metals exports (% of merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Ores and metals comprise the commodities in SITC sections 27 (crude fertilizer, minerals nes); 28 (metalliferous ores, scrap); and 68 (non-ferrous metals).", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": [{"id": "5", "value": "Energy & Mining "}, {"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MNRL.UN.ZS", "name": "Minerals (% of merchandise exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.MRCH.AL.ZS", "name": "Merchandise exports to economies in the Arab World (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports to economies in the Arab World are the sum of merchandise exports by the reporting economy to economies in the Arab World. Data are expressed as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.CD", "name": "CP Value of Exports, fob (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.MRCH.CD.UN", "name": "Merchandise exports (UN, current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise exports show the f.o.b. value of goods provided to the rest of the world valued in current U.S. dollars.", "sourceOrganization": "World Bank staff estimates through the WITS platform from the Comtrade database maintained by the United Nations Statistics Division.", "topics": []}
{"id": "TX.VAL.MRCH.CD.UN.ZG", "name": "Export growth, value (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.MRCH.CD.WB", "name": "Merchandise exports, WB (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Merchandise exports (current US$) show the f.o.b. value of goods provided to the rest of the world valued in U.S. dollars. They are classified using the Standard International Trade Classification (SITC). Data are in current U.S. dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.MRCH.CD.WT", "name": "Merchandise exports (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports show the f.o.b. value of goods provided to the rest of the world valued in current U.S. dollars.", "sourceOrganization": "World Trade Organization.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.HI.CD", "name": "Merchandise exports to high-income economies (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise exports to high-income economies are the sum of merchandise exports from the reporting economy to high-income economies according to the World Bank classification of economies. Data are in current U.S. dollars. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": []}
{"id": "TX.VAL.MRCH.HI.ZS", "name": "Merchandise exports to high-income economies (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports to high-income economies are the sum of merchandise exports from the reporting economy to high-income economies according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.KD", "name": "Exports, fob (1980 US$) (Const. Price)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.MRCH.KD.UN", "name": "Merchandise exports (constant 1987 US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.MRCH.KD.UN.ZG", "name": "Export growth, volume (annual %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.MRCH.KD.WB", "name": "Merchandise exports (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Merchandise exports (constant 1987 US$) show the f.o.b. value of goods provided to the rest of the world valued in U.S. dollars. They are classified using the Standard International Trade Classification (SITC). Data are in constant U.S. dollars. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.MRCH.OR.CD", "name": "Merchandise exports to low- and middle-income economies outside region (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise exports to low- and middle-income economies outside region are the sum of merchandise exports from the reporting economy to other low- and middle-income economies in other World Bank regions according to the World Bank classification of economies. Data are in current U.S. dollars. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": []}
{"id": "TX.VAL.MRCH.OR.ZS", "name": "Merchandise exports to low- and middle-income economies outside region (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports to low- and middle-income economies outside region are the sum of merchandise exports from the reporting economy to other low- and middle-income economies in other World Bank regions according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.R1.CD", "name": "Merchandise exports to low- and middle-income economies in East Asia & Pacific (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise exports to low- and middle-income economies in East Asia and Pacific are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the East Asia and Pacific region according to World Bank classification of economies. Data are in current U.S. dollars. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": []}
{"id": "TX.VAL.MRCH.R1.ZS", "name": "Merchandise exports to low- and middle-income economies in East Asia & Pacific (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports to low- and middle-income economies in East Asia and Pacific are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the East Asia and Pacific region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.R2.CD", "name": "Merchandise exports to low- and middle-income economies in Europe & Central Asia (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise exports to low- and middle-income economies in Europe and Central Asia are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Europe and Central Asia region according to World Bank classification of economies. Data are in current U.S. dollars. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": []}
{"id": "TX.VAL.MRCH.R2.ZS", "name": "Merchandise exports to low- and middle-income economies in Europe & Central Asia (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports to low- and middle-income economies in Europe and Central Asia are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Europe and Central Asia region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.R3.CD", "name": "Merchandise exports to low- and middle-income economies in Latin America & the Caribbean (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise exports to low- and middle-income economies in Latin America and the Caribbean are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Latin America and the Caribbean region according to World Bank classification of economies. Data are in current U.S. dollars. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": []}
{"id": "TX.VAL.MRCH.R3.ZS", "name": "Merchandise exports to low- and middle-income economies in Latin America & the Caribbean (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports to low- and middle-income economies in Latin America and the Caribbean are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Latin America and the Caribbean region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.R4.CD", "name": "Merchandise exports to low- and middle-income economies in Middle East & North Africa (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise exports to low- and middle-income economies in Middle East and North Africa are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Middle East and North Africa region according to World Bank classification of economies. Data are in current U.S. dollars. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": []}
{"id": "TX.VAL.MRCH.R4.ZS", "name": "Merchandise exports to low- and middle-income economies in Middle East & North Africa (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports to low- and middle-income economies in Middle East and North Africa are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Middle East and North Africa region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.R5.CD", "name": "Merchandise exports to low- and middle-income economies in South Asia (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise exports to low- and middle-income economies in South Asia are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the South Asia region according to World Bank classification of economies. Data are in current U.S. dollars. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": []}
{"id": "TX.VAL.MRCH.R5.ZS", "name": "Merchandise exports to low- and middle-income economies in South Asia (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports to low- and middle-income economies in South Asia are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the South Asia region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.R6.CD", "name": "Merchandise exports to low- and middle-income economies in Sub-Saharan Africa (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise exports to low- and middle-income economies in Sub-Saharan Africa are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Sub-Saharan Africa region according to World Bank classification of economies. Data are in current U.S. dollars. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": []}
{"id": "TX.VAL.MRCH.R6.ZS", "name": "Merchandise exports to low- and middle-income economies in Sub-Saharan Africa (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports to low- and middle-income economies in Sub-Saharan Africa are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Sub-Saharan Africa region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.RS.ZS", "name": "Merchandise exports by the reporting economy, residual (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports by the reporting economy residuals are the total merchandise exports by the reporting economy to the rest of the world as reported in the IMF's Direction of trade database, less the sum of exports by the reporting economy to high-, low-, and middle-income economies according to the World Bank classification of economies. Includes trade with unspecified partners or with economies not covered by World Bank classification. Data are as a percentage of total merchandise exports by the economy.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.WL.CD", "name": "Merchandise exports by the reporting economy (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports by the reporting economy are the total merchandise exports by the reporting economy to the rest of the world, as reported in the IMF's Direction of trade database. Data are in current US$.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.WR.CD", "name": "Merchandise exports to low- and middle-income economies within region (current US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Merchandise exports to low- and middle-income economies within region are the sum of merchandise exports from the reporting economy to other low- and middle-income economies in the same World Bank region. Data are in current U.S. dollars. Data are computed only if at least half of the economies in the partner country group had non-missing data. No figures are shown for high-income economies, because they are a separate category in the World Bank classification of economies.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": []}
{"id": "TX.VAL.MRCH.WR.ZS", "name": "Merchandise exports to low- and middle-income economies within region (% of total merchandise exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Merchandise exports to low- and middle-income economies within region are the sum of merchandise exports from the reporting economy to other low- and middle-income economies in the same World Bank region as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data. No figures are shown for high-income economies, because they are a separate category in the World Bank classification of economies.", "sourceOrganization": "World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.MRCH.XD.WD", "name": "Export value index (2015 = 100)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Export values are the current value of exports (f.o.b.) converted to U.S. dollars and expressed as a percentage of the average for the base period (2015). UNCTAD's export value indexes are reported for most economies.", "sourceOrganization": "United Nations Conference on Trade and Development", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.NFOD.UN.ZS", "name": "Non-food primary commodities (% of merchandise exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.NFPP.CD", "name": "Exports of Nonfuel Primary Prod.(US$,curr. pr.)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.NFPR.CD", "name": "CP Exports of Nonfuel Primary Products (US$)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.OCOM.CD.WB", "name": "Other primary commodities exports (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of other primary commodities in current US dollars and fob basis.  ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.OCOM.KD.WB", "name": "Other primary commodities exports (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Exports of other primary commodities in 1987 constant US dollars and fob basis. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.OPRM.UN.ZS", "name": "Other primary commodities (% of merchandise exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.OTHR.ZS.WT", "name": "Computer, communications and other services (% of commercial service exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Computer, communications and other services (% of commercial service exports) include such activities as international telecommunications, and postal and courier services; computer data; news-related service transactions between residents and nonresidents; construction services; royalties and license fees; miscellaneous business, professional, and technical services; and personal, cultural, and recreational services.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.SERV.CD.WT", "name": "Commercial service exports (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Commercial service exports are total service exports minus exports of government services not included elsewhere. International transactions in services are defined by the IMF's Balance of Payments Manual (1993) as the economic output of intangible commodities that may be produced, transferred, and consumed at the same time. Definitions may vary among reporting economies.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.SERV.MT.ZS", "name": "Ratio of commercial service exports to merchandise exports (%)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.TCOM.CD.WB", "name": "Primary commodities exports (current US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total Primary Commodities exports in current US dollars. Values are in fob basis. ", "sourceOrganization": "World Bank  country economists.", "topics": []}
{"id": "TX.VAL.TCOM.KD.WB", "name": "Primary commodities exports (constant US$)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Total Primary Commodities exports in 1987 constant US dollars. Values are in fob basis. ", "sourceOrganization": "World Bank country economists.", "topics": []}
{"id": "TX.VAL.TECH.CD", "name": "High-technology exports (current US$)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "High-technology exports are products with high R&D intensity, such as aerospace, computers, pharmaceuticals, scientific instruments, and electrical machinery. Data are in current U.S. dollars.", "sourceOrganization": "United Nations, Comtrade database through the WITS platform.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "14", "value": "Science & Technology "}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.TECH.MANF.ZS", "name": "High-technology exports (% of manufactured exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.TECH.MF.ZS", "name": "High-technology exports (% of manufactured exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "High-technology exports are products with high R&D intensity, such as in aerospace, computers, pharmaceuticals, scientific instruments, and electrical machinery.", "sourceOrganization": "United Nations, Comtrade database through the WITS platform.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "14", "value": "Science & Technology "}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.TRAN.ZS.WT", "name": "Transport services (% of commercial service exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Transport services (% of commercial service exports) covers all transport services (sea, air, land, internal waterway, space, and pipeline) performed by residents of one economy for those of another and involving the carriage of passengers, movement of goods (freight), rental of carriers with crew, and related support and auxiliary services. Excluded are freight insurance, which is included in insurance services; goods procured in ports by nonresident carriers and repairs of transport equipment, which are included in goods; repairs of railway facilities, harbors, and airfield facilities, which are included in construction services; and rental of carriers without crew, which is included in other services.", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.TRVL.ZS.WT", "name": "Travel services (% of commercial service exports)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Travel services (% of commercial service exports) covers goods and services acquired from an economy by travelers in that economy for their own use during visits of less than one year for business or personal purposes. Travel services include the goods and services consumed by travelers, such as lodging and meals and transport (within the economy visited).", "sourceOrganization": "International Monetary Fund, Balance of Payments Statistics Yearbook and data files.", "topics": [{"id": "12", "value": "Private Sector"}, {"id": "21", "value": "Trade"}]}
{"id": "TX.VAL.TXTL.UN.ZS", "name": "Textiles and clothing (% of merchandise exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VAL.XTHR.UN.ZS", "name": "Other manufactures (% of merchandise exports)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TX.VOL.MRCH.ZG", "name": "Growth of merch. exports (av. ann grwth %)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TXRV.SHR.ACQ.CR", "name": "Total Tax Revenue Sharing from duty on the acquisition of land and building rights (BPHTB) (in IDR, realization value)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TXRV.SHR.INCM.CR", "name": "Total Tax Revenue Sharing from income tax (PPh) (in IDR, realization value)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "TXRV.SHR.LAND.CR", "name": "Total Tax Revenue Sharing from land and building tax (PBB) (in IDR, realization value)", "unit": "", "source": {"id": "45", "value": "Indonesia Database for Policy and Economic Research"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UHLG-01", "name": "Transfers from Higher Level of Government", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UHLG-01.1", "name": "(i) Outturn of transfers from higher-level government", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UHLG-01.2", "name": "(ii) Earmarked grants outturn", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UHLG-01.3", "name": "(iii) Timeliness of transfers from higher-level government", "unit": "", "source": {"id": "68", "value": "PEFA 2016"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UIS.ADMI.ENDOFLOWERSEC.MAT", "name": "Administration of a nationally-representative learning assessment at the end of lower secondary education in mathematics (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator evaluates whether a national or cross-national assessment of learning outcomes was conducted in the last 5 years in (a) reading, writing or language and (b) mathematics at the relevant stages of education. The indicator is expressed as a simple \u2018yes\u2019 or \u2018no\u2019 for each subject area and each stage of education. The implementation of a learning assessment in the reference period serves as an educational vital tool to assess progress. 'Yes\u2019 values indicate that the country is monitoring learning outcomes regularly at the given stage of education and in the given subject areas. This will enable the country to review and adapt as necessary its national policies on education and learning to ensure that all children and young people have the opportunity to acquire basic skills at each education level and in each subject area. Data on the administration of a large-scale assessment from a national representative sample from national learning assessment offices, ministries of education or other bodies responsible for learning assessments, including regional or international organizations running learning assessments (e.g. Conf\u00e9rence des ministres de l'\u00c9ducation des \u00c9tats et gouvernements de la Francophonie (CONFEMEN), Educational Quality and Assessment Programme (EQAP), International Association for the Evaluation of Educational Achievement (IEA), Organisation for Economic Co-operation and Development (OECD), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) and Third Regional Comparative and Explanatory Study (TERCE). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ADMI.ENDOFLOWERSEC.READ", "name": "Administration of a nationally-representative learning assessment at the end of lower secondary education in reading (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator evaluates whether a national or cross-national assessment of learning outcomes was conducted in the last 5 years in (a) reading, writing or language and (b) mathematics at the relevant stages of education. The indicator is expressed as a simple \u2018yes\u2019 or \u2018no\u2019 for each subject area and each stage of education. The implementation of a learning assessment in the reference period serves as an educational vital tool to assess progress. 'Yes\u2019 values indicate that the country is monitoring learning outcomes regularly at the given stage of education and in the given subject areas. This will enable the country to review and adapt as necessary its national policies on education and learning to ensure that all children and young people have the opportunity to acquire basic skills at each education level and in each subject area. Data on the administration of a large-scale assessment from a national representative sample from national learning assessment offices, ministries of education or other bodies responsible for learning assessments, including regional or international organizations running learning assessments (e.g. Conf\u00e9rence des ministres de l'\u00c9ducation des \u00c9tats et gouvernements de la Francophonie (CONFEMEN), Educational Quality and Assessment Programme (EQAP), International Association for the Evaluation of Educational Achievement (IEA), Organisation for Economic Co-operation and Development (OECD), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) and Third Regional Comparative and Explanatory Study (TERCE). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ADMI.ENDOFPRIM.MAT", "name": "Administration of a nationally-representative learning assessment at the end of primary in mathematics (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator evaluates whether a national or cross-national assessment of learning outcomes was conducted in the last 5 years in (a) reading, writing or language and (b) mathematics at the relevant stages of education. The indicator is expressed as a simple \u2018yes\u2019 or \u2018no\u2019 for each subject area and each stage of education. The implementation of a learning assessment in the reference period serves as an educational vital tool to assess progress. 'Yes\u2019 values indicate that the country is monitoring learning outcomes regularly at the given stage of education and in the given subject areas. This will enable the country to review and adapt as necessary its national policies on education and learning to ensure that all children and young people have the opportunity to acquire basic skills at each education level and in each subject area. Data on the administration of a large-scale assessment from a national representative sample from national learning assessment offices, ministries of education or other bodies responsible for learning assessments, including regional or international organizations running learning assessments (e.g. Conf\u00e9rence des ministres de l'\u00c9ducation des \u00c9tats et gouvernements de la Francophonie (CONFEMEN), Educational Quality and Assessment Programme (EQAP), International Association for the Evaluation of Educational Achievement (IEA), Organisation for Economic Co-operation and Development (OECD), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) and Third Regional Comparative and Explanatory Study (TERCE). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ADMI.ENDOFPRIM.READ", "name": "Administration of a nationally-representative learning assessment at the end of primary in reading (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator evaluates whether a national or cross-national assessment of learning outcomes was conducted in the last 5 years in (a) reading, writing or language and (b) mathematics at the relevant stages of education. The indicator is expressed as a simple \u2018yes\u2019 or \u2018no\u2019 for each subject area and each stage of education. The implementation of a learning assessment in the reference period serves as an educational vital tool to assess progress. 'Yes\u2019 values indicate that the country is monitoring learning outcomes regularly at the given stage of education and in the given subject areas. This will enable the country to review and adapt as necessary its national policies on education and learning to ensure that all children and young people have the opportunity to acquire basic skills at each education level and in each subject area. Data on the administration of a large-scale assessment from a national representative sample from national learning assessment offices, ministries of education or other bodies responsible for learning assessments, including regional or international organizations running learning assessments (e.g. Conf\u00e9rence des ministres de l'\u00c9ducation des \u00c9tats et gouvernements de la Francophonie (CONFEMEN), Educational Quality and Assessment Programme (EQAP), International Association for the Evaluation of Educational Achievement (IEA), Organisation for Economic Co-operation and Development (OECD), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) and Third Regional Comparative and Explanatory Study (TERCE). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ADMI.GRADE2OR3PRIM.MAT", "name": "Administration of a nationally representative learning assessment in Grade 2 or 3 in mathematics (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator evaluates whether a national or cross-national assessment of learning outcomes was conducted in the last 5 years in (a) reading, writing or language and (b) mathematics at the relevant stages of education. The indicator is expressed as a simple \u2018yes\u2019 or \u2018no\u2019 for each subject area and each stage of education. The implementation of a learning assessment in the reference period serves as an educational vital tool to assess progress. 'Yes\u2019 values indicate that the country is monitoring learning outcomes regularly at the given stage of education and in the given subject areas. This will enable the country to review and adapt as necessary its national policies on education and learning to ensure that all children and young people have the opportunity to acquire basic skills at each education level and in each subject area. Data on the administration of a large-scale assessment from a national representative sample from national learning assessment offices, ministries of education or other bodies responsible for learning assessments, including regional or international organizations running learning assessments (e.g. Conf\u00e9rence des ministres de l'\u00c9ducation des \u00c9tats et gouvernements de la Francophonie (CONFEMEN), Educational Quality and Assessment Programme (EQAP), International Association for the Evaluation of Educational Achievement (IEA), Organisation for Economic Co-operation and Development (OECD), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) and Third Regional Comparative and Explanatory Study (TERCE). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ADMI.GRADE2OR3PRIM.READ", "name": "Administration of a nationally representative learning assessment in Grade 2 or 3 in reading (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "This indicator evaluates whether a national or cross-national assessment of learning outcomes was conducted in the last 5 years in (a) reading, writing or language and (b) mathematics at the relevant stages of education. The indicator is expressed as a simple \u2018yes\u2019 or \u2018no\u2019 for each subject area and each stage of education. The implementation of a learning assessment in the reference period serves as an educational vital tool to assess progress. 'Yes\u2019 values indicate that the country is monitoring learning outcomes regularly at the given stage of education and in the given subject areas. This will enable the country to review and adapt as necessary its national policies on education and learning to ensure that all children and young people have the opportunity to acquire basic skills at each education level and in each subject area. Data on the administration of a large-scale assessment from a national representative sample from national learning assessment offices, ministries of education or other bodies responsible for learning assessments, including regional or international organizations running learning assessments (e.g. Conf\u00e9rence des ministres de l'\u00c9ducation des \u00c9tats et gouvernements de la Francophonie (CONFEMEN), Educational Quality and Assessment Programme (EQAP), International Association for the Evaluation of Educational Achievement (IEA), Organisation for Economic Co-operation and Development (OECD), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) and Third Regional Comparative and Explanatory Study (TERCE). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.AIDEDUC.LOWINCOMECOUNT", "name": "Percentage of total aid to education allocated to least developed countries (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total gross official development assistance (ODA) for education in least developed countries (including early childhood, primary, secondary, post-secondary non-tertiary and tertiary education) as well as scholarships and student costs in donor countries expressed as a percentage of total gross official development assistance to education. A high value indicates that least developed countries are being prioritised to receive aid for education. Least developed countries are those defined by the UN Office of the High Representative for Least Developed Countries, Landlocked States and Small Island Developing States (UN-OHRLLS). Official development assistance is defined as grants or loans to countries and territories and to multilateral institutions provided by state and local governments or their executive agencies with the objective of promoting the economic development and welfare of developing countries and territories. Such grants or loans are provided on concessional financial terms and, in the case of loans, contain a grant element of at least 25 per cent. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.AIR.1.GLAST.GPIA", "name": "Gross intake ratio to the last grade of primary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.AIR.2.GPV.GLAST.GPIA", "name": "Gross intake ratio to the last grade of lower secondary general education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ASTAFF.6T8", "name": "Teachers in tertiary education ISCED 6, 7 and 8 programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of teachers in public and private tertiary education institutions (ISCED 6-8). 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ASTAFF.6T8.F", "name": "Teachers in tertiary education ISCED 6, 7 and 8 programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female teachers in public and private short-cycle tertiary education institutions (ISCED 6-8). 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ASTAFF.6T8.M", "name": "Teachers in tertiary education ISCED 6, 7 and 8 programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male teachers in public and private short-cycle tertiary education institutions (ISCED 6-8). 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CEAGE.1", "name": "Official entrance age to compulsory education (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Official age when students should enter compulsory 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.CR.1", "name": "Completion rate, primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.F", "name": "Completion rate, primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.F.LPIA", "name": "Completion rate, primary education, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.F.WPIA", "name": "Completion rate, primary education, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.GPIA", "name": "Completion rate, primary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.LPIA", "name": "Completion rate, primary education, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.M", "name": "Completion rate, primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.M.LPIA", "name": "Completion rate, primary education, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.M.WPIA", "name": "Completion rate, primary education, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q1", "name": "Completion rate, primary education, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q1.F", "name": "Completion rate, primary education, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q1.F.LPIA", "name": "Completion rate, primary education, poorest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.CR.1.Q1.GPIA", "name": "Completion rate, primary education, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q1.LPIA", "name": "Completion rate, primary education, poorest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q1.M", "name": "Completion rate, primary education, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q1.M.LPIA", "name": "Completion rate, primary education, poorest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q2", "name": "Completion rate, primary education, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q2.F", "name": "Completion rate, primary education, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q2.F.LPIA", "name": "Completion rate, primary education, second quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q2.GPIA", "name": "Completion rate, primary education, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q2.LPIA", "name": "Completion rate, primary education, second quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q2.M", "name": "Completion rate, primary education, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q2.M.LPIA", "name": "Completion rate, primary education, second quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q3", "name": "Completion rate, primary education, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q3.F", "name": "Completion rate, primary education, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q3.F.LPIA", "name": "Completion rate, primary education, middle quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q3.GPIA", "name": "Completion rate, primary education, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q3.LPIA", "name": "Completion rate, primary education, middle quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q3.M", "name": "Completion rate, primary education, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q3.M.LPIA", "name": "Completion rate, primary education, middle quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q4", "name": "Completion rate, primary education, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q4.F", "name": "Completion rate, primary education, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q4.F.LPIA", "name": "Completion rate, primary education, fourth quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q4.GPIA", "name": "Completion rate, primary education, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q4.LPIA", "name": "Completion rate, primary education, fourth quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q4.M", "name": "Completion rate, primary education, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q4.M.LPIA", "name": "Completion rate, primary education, fourth quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q5", "name": "Completion rate, primary education, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q5.F", "name": "Completion rate, primary education, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q5.F.LPIA", "name": "Completion rate, primary education, richest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q5.GPIA", "name": "Completion rate, primary education, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q5.LPIA", "name": "Completion rate, primary education, richest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q5.M", "name": "Completion rate, primary education, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.Q5.M.LPIA", "name": "Completion rate, primary education, richest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR", "name": "Completion rate, primary education, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.F", "name": "Completion rate, primary education, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.F.WPIA", "name": "Completion rate, primary education, rural, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.GPIA", "name": "Completion rate, primary education, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.M", "name": "Completion rate, primary education, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.M.WPIA", "name": "Completion rate, primary education, rural, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q1", "name": "Completion rate, primary education, rural, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q1.F", "name": "Completion rate, primary education, rural, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q1.GPIA", "name": "Completion rate, primary education, rural, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q1.M", "name": "Completion rate, primary education, rural, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q2", "name": "Completion rate, primary education, rural, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q2.F", "name": "Completion rate, primary education, rural, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q2.GPIA", "name": "Completion rate, primary education, rural, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q2.M", "name": "Completion rate, primary education, rural, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q3", "name": "Completion rate, primary education, rural, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q3.F", "name": "Completion rate, primary education, rural, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q3.GPIA", "name": "Completion rate, primary education, rural, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q3.M", "name": "Completion rate, primary education, rural, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q4", "name": "Completion rate, primary education, rural, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q4.F", "name": "Completion rate, primary education, rural, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q4.GPIA", "name": "Completion rate, primary education, rural, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q4.M", "name": "Completion rate, primary education, rural, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q5", "name": "Completion rate, primary education, rural, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q5.F", "name": "Completion rate, primary education, rural, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q5.GPIA", "name": "Completion rate, primary education, rural, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.Q5.M", "name": "Completion rate, primary education, rural, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.RUR.WPIA", "name": "Completion rate, primary education, rural, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB", "name": "Completion rate, primary education, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.F", "name": "Completion rate, primary education, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.F.WPIA", "name": "Completion rate, primary education, urban, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.GPIA", "name": "Completion rate, primary education, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.M", "name": "Completion rate, primary education, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.M.WPIA", "name": "Completion rate, primary education, urban, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q1", "name": "Completion rate, primary education, urban, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q1.F", "name": "Completion rate, primary education, urban, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q1.GPIA", "name": "Completion rate, primary education, urban, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q1.M", "name": "Completion rate, primary education, urban, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q2", "name": "Completion rate, primary education, urban, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q2.F", "name": "Completion rate, primary education, urban, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q2.GPIA", "name": "Completion rate, primary education, urban, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q2.M", "name": "Completion rate, primary education, urban, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q3", "name": "Completion rate, primary education, urban, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q3.F", "name": "Completion rate, primary education, urban, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q3.GPIA", "name": "Completion rate, primary education, urban, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q3.M", "name": "Completion rate, primary education, urban, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q4", "name": "Completion rate, primary education, urban, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q4.F", "name": "Completion rate, primary education, urban, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q4.GPIA", "name": "Completion rate, primary education, urban, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q4.M", "name": "Completion rate, primary education, urban, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q5", "name": "Completion rate, primary education, urban, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q5.F", "name": "Completion rate, primary education, urban, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q5.GPIA", "name": "Completion rate, primary education, urban, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.Q5.M", "name": "Completion rate, primary education, urban, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.URB.WPIA", "name": "Completion rate, primary education, urban, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.1.WPIA", "name": "Completion rate, primary education, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2", "name": "Completion rate, lower secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.F", "name": "Completion rate, lower secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.F.LPIA", "name": "Completion rate, lower secondary education, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.F.WPIA", "name": "Completion rate, lower secondary education, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.GPIA", "name": "Completion rate, lower secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.LPIA", "name": "Completion rate, lower secondary education, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.M", "name": "Completion rate, lower secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.M.LPIA", "name": "Completion rate, lower secondary education, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.M.WPIA", "name": "Completion rate, lower secondary education, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q1", "name": "Completion rate, lower secondary education, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q1.F", "name": "Completion rate, lower secondary education, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q1.F.LPIA", "name": "Completion rate, lower secondary education, poorest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q1.GPIA", "name": "Completion rate, lower secondary education, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.CR.2.Q1.LPIA", "name": "Completion rate, lower secondary education, poorest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q1.M", "name": "Completion rate, lower secondary education, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q1.M.LPIA", "name": "Completion rate, lower secondary education, poorest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q2", "name": "Completion rate, lower secondary education, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q2.F", "name": "Completion rate, lower secondary education, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q2.F.LPIA", "name": "Completion rate, lower secondary education, second quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q2.GPIA", "name": "Completion rate, lower secondary education, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q2.LPIA", "name": "Completion rate, lower secondary education, second quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q2.M", "name": "Completion rate, lower secondary education, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q2.M.LPIA", "name": "Completion rate, lower secondary education, second quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q3", "name": "Completion rate, lower secondary education, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q3.F", "name": "Completion rate, lower secondary education, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q3.F.LPIA", "name": "Completion rate, lower secondary education, middle quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q3.GPIA", "name": "Completion rate, lower secondary education, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q3.LPIA", "name": "Completion rate, lower secondary education, middle quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q3.M", "name": "Completion rate, lower secondary education, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q3.M.LPIA", "name": "Completion rate, lower secondary education, middle quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q4", "name": "Completion rate, lower secondary education, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q4.F", "name": "Completion rate, lower secondary education, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q4.F.LPIA", "name": "Completion rate, lower secondary education, fourth quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q4.GPIA", "name": "Completion rate, lower secondary education, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q4.LPIA", "name": "Completion rate, lower secondary education, fourth quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q4.M", "name": "Completion rate, lower secondary education, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q4.M.LPIA", "name": "Completion rate, lower secondary education, fourth quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q5", "name": "Completion rate, lower secondary education, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q5.F", "name": "Completion rate, lower secondary education, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q5.F.LPIA", "name": "Completion rate, lower secondary education, richest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q5.GPIA", "name": "Completion rate, lower secondary education, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q5.LPIA", "name": "Completion rate, lower secondary education, richest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q5.M", "name": "Completion rate, lower secondary education, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.Q5.M.LPIA", "name": "Completion rate, lower secondary education, richest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR", "name": "Completion rate, lower secondary education, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.F", "name": "Completion rate, lower secondary education, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.F.WPIA", "name": "Completion rate, lower secondary education, rural, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.GPIA", "name": "Completion rate, lower secondary education, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.M", "name": "Completion rate, lower secondary education, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.M.WPIA", "name": "Completion rate, lower secondary education, rural, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q1", "name": "Completion rate, lower secondary education, rural, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q1.F", "name": "Completion rate, lower secondary education, rural, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q1.GPIA", "name": "Completion rate, lower secondary education, rural, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q1.M", "name": "Completion rate, lower secondary education, rural, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q2", "name": "Completion rate, lower secondary education, rural, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q2.F", "name": "Completion rate, lower secondary education, rural, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q2.GPIA", "name": "Completion rate, lower secondary education, rural, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q2.M", "name": "Completion rate, lower secondary education, rural, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q3", "name": "Completion rate, lower secondary education, rural, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q3.F", "name": "Completion rate, lower secondary education, rural, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q3.GPIA", "name": "Completion rate, lower secondary education, rural, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q3.M", "name": "Completion rate, lower secondary education, rural, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q4", "name": "Completion rate, lower secondary education, rural, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q4.F", "name": "Completion rate, lower secondary education, rural, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q4.GPIA", "name": "Completion rate, lower secondary education, rural, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q4.M", "name": "Completion rate, lower secondary education, rural, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q5", "name": "Completion rate, lower secondary education, rural, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q5.F", "name": "Completion rate, lower secondary education, rural, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q5.GPIA", "name": "Completion rate, lower secondary education, rural, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.Q5.M", "name": "Completion rate, lower secondary education, rural, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.RUR.WPIA", "name": "Completion rate, lower secondary education, rural, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB", "name": "Completion rate, lower secondary education, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.F", "name": "Completion rate, lower secondary education, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.F.WPIA", "name": "Completion rate, lower secondary education, urban, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.GPIA", "name": "Completion rate, lower secondary education, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.M", "name": "Completion rate, lower secondary education, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.M.WPIA", "name": "Completion rate, lower secondary education, urban, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q1", "name": "Completion rate, lower secondary education, urban, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q1.F", "name": "Completion rate, lower secondary education, urban, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q1.GPIA", "name": "Completion rate, lower secondary education, urban, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q1.M", "name": "Completion rate, lower secondary education, urban, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q2", "name": "Completion rate, lower secondary education, urban, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q2.F", "name": "Completion rate, lower secondary education, urban, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q2.GPIA", "name": "Completion rate, lower secondary education, urban, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q2.M", "name": "Completion rate, lower secondary education, urban, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q3", "name": "Completion rate, lower secondary education, urban, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q3.F", "name": "Completion rate, lower secondary education, urban, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q3.GPIA", "name": "Completion rate, lower secondary education, urban, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q3.M", "name": "Completion rate, lower secondary education, urban, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q4", "name": "Completion rate, lower secondary education, urban, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q4.F", "name": "Completion rate, lower secondary education, urban, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q4.GPIA", "name": "Completion rate, lower secondary education, urban, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q4.M", "name": "Completion rate, lower secondary education, urban, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q5", "name": "Completion rate, lower secondary education, urban, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q5.F", "name": "Completion rate, lower secondary education, urban, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q5.GPIA", "name": "Completion rate, lower secondary education, urban, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.Q5.M", "name": "Completion rate, lower secondary education, urban, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.URB.WPIA", "name": "Completion rate, lower secondary education, urban, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.2.WPIA", "name": "Completion rate, lower secondary education, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3", "name": "Completion rate, upper secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.F", "name": "Completion rate, upper secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.F.LPIA", "name": "Completion rate, upper secondary education, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.F.WPIA", "name": "Completion rate, upper secondary education, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.GPIA", "name": "Completion rate, upper secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.LPIA", "name": "Completion rate, upper secondary education, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.M", "name": "Completion rate, upper secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.M.LPIA", "name": "Completion rate, upper secondary education, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.M.WPIA", "name": "Completion rate, upper secondary education, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q1", "name": "Completion rate, upper secondary education, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q1.F", "name": "Completion rate, upper secondary education, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q1.F.LPIA", "name": "Completion rate, upper secondary education, poorest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q1.GPIA", "name": "Completion rate, upper secondary education, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q1.LPIA", "name": "Completion rate, upper secondary education, poorest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.CR.3.Q1.M", "name": "Completion rate, upper secondary education, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q1.M.LPIA", "name": "Completion rate, upper secondary education, poorest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q2", "name": "Completion rate, upper secondary education, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q2.F", "name": "Completion rate, upper secondary education, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q2.F.LPIA", "name": "Completion rate, upper secondary education, second quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q2.GPIA", "name": "Completion rate, upper secondary education, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q2.LPIA", "name": "Completion rate, upper secondary education, second quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q2.M", "name": "Completion rate, upper secondary education, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q2.M.LPIA", "name": "Completion rate, upper secondary education, second quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q3", "name": "Completion rate, upper secondary education, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q3.F", "name": "Completion rate, upper secondary education, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q3.F.LPIA", "name": "Completion rate, upper secondary education, middle quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q3.GPIA", "name": "Completion rate, upper secondary education, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q3.LPIA", "name": "Completion rate, upper secondary education, middle quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q3.M", "name": "Completion rate, upper secondary education, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q3.M.LPIA", "name": "Completion rate, upper secondary education, middle quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q4", "name": "Completion rate, upper secondary education, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q4.F", "name": "Completion rate, upper secondary education, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q4.F.LPIA", "name": "Completion rate, upper secondary education, fourth quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q4.GPIA", "name": "Completion rate, upper secondary education, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q4.LPIA", "name": "Completion rate, upper secondary education, fourth quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q4.M", "name": "Completion rate, upper secondary education, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q4.M.LPIA", "name": "Completion rate, upper secondary education, fourth quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q5", "name": "Completion rate, upper secondary education, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q5.F", "name": "Completion rate, upper secondary education, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q5.F.LPIA", "name": "Completion rate, upper secondary education, richest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q5.GPIA", "name": "Completion rate, upper secondary education, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q5.LPIA", "name": "Completion rate, upper secondary education, richest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q5.M", "name": "Completion rate, upper secondary education, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.Q5.M.LPIA", "name": "Completion rate, upper secondary education, richest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR", "name": "Completion rate, upper secondary education, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.F", "name": "Completion rate, upper secondary education, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.F.WPIA", "name": "Completion rate, upper secondary education, rural, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.GPIA", "name": "Completion rate, upper secondary education, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.M", "name": "Completion rate, upper secondary education, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.M.WPIA", "name": "Completion rate, upper secondary education, rural, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q1", "name": "Completion rate, upper secondary education, rural, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q1.F", "name": "Completion rate, upper secondary education, rural, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q1.GPIA", "name": "Completion rate, upper secondary education, rural, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q1.M", "name": "Completion rate, upper secondary education, rural, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q2", "name": "Completion rate, upper secondary education, rural, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q2.F", "name": "Completion rate, upper secondary education, rural, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q2.GPIA", "name": "Completion rate, upper secondary education, rural, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q2.M", "name": "Completion rate, upper secondary education, rural, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q3", "name": "Completion rate, upper secondary education, rural, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q3.F", "name": "Completion rate, upper secondary education, rural, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q3.GPIA", "name": "Completion rate, upper secondary education, rural, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q3.M", "name": "Completion rate, upper secondary education, rural, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q4", "name": "Completion rate, upper secondary education, rural, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q4.F", "name": "Completion rate, upper secondary education, rural, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q4.GPIA", "name": "Completion rate, upper secondary education, rural, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q4.M", "name": "Completion rate, upper secondary education, rural, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q5", "name": "Completion rate, upper secondary education, rural, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q5.F", "name": "Completion rate, upper secondary education, rural, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q5.GPIA", "name": "Completion rate, upper secondary education, rural, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.Q5.M", "name": "Completion rate, upper secondary education, rural, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.RUR.WPIA", "name": "Completion rate, upper secondary education, rural, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB", "name": "Completion rate, upper secondary education, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.F", "name": "Completion rate, upper secondary education, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.F.WPIA", "name": "Completion rate, upper secondary education, urban, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.GPIA", "name": "Completion rate, upper secondary education, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.M", "name": "Completion rate, upper secondary education, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.M.WPIA", "name": "Completion rate, upper secondary education, urban, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q1", "name": "Completion rate, upper secondary education, urban, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q1.F", "name": "Completion rate, upper secondary education, urban, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q1.GPIA", "name": "Completion rate, upper secondary education, urban, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q1.M", "name": "Completion rate, upper secondary education, urban, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q2", "name": "Completion rate, upper secondary education, urban, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q2.F", "name": "Completion rate, upper secondary education, urban, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q2.GPIA", "name": "Completion rate, upper secondary education, urban, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q2.M", "name": "Completion rate, upper secondary education, urban, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q3", "name": "Completion rate, upper secondary education, urban, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q3.F", "name": "Completion rate, upper secondary education, urban, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q3.GPIA", "name": "Completion rate, upper secondary education, urban, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q3.M", "name": "Completion rate, upper secondary education, urban, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q4", "name": "Completion rate, upper secondary education, urban, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q4.F", "name": "Completion rate, upper secondary education, urban, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q4.GPIA", "name": "Completion rate, upper secondary education, urban, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q4.M", "name": "Completion rate, upper secondary education, urban, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q5", "name": "Completion rate, upper secondary education, urban, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q5.F", "name": "Completion rate, upper secondary education, urban, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q5.GPIA", "name": "Completion rate, upper secondary education, urban, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.Q5.M", "name": "Completion rate, upper secondary education, urban, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The primary completion rate is the percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of primary education who have completed that grade. The intended age for the last grade of primary education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.URB.WPIA", "name": "Completion rate, upper secondary education, urban, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.CR.3.WPIA", "name": "Completion rate, upper secondary education, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.0.F", "name": "Enrolment in early childhood education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled in public and private early childhood education institutions (ISCED 0) regardless of age. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.0.M", "name": "Enrolment in early childhood education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled in public and private early childhood education institutions (ISCED 0) regardless of age. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.0.T", "name": "Enrolment in early childhood education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in public and private early childhood education institutions (ISCED 0) regardless of age. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.01.F", "name": "Enrolment in early childhood educational development programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of females enrolled in early childhood educational development institutions (ISCED 0.1) regardless of age. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.01.M", "name": "Enrolment in early childhood educational development programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of males enrolled in early childhood educational development institutions (ISCED 0.1) regardless of age. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.01.T", "name": "Enrolment in early childhood educational development programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of children enrolled in early childhood educational development institutions (ISCED 0.1) regardless of age. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.02.M", "name": "Enrolment in pre-primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled in public and private pre-primary education institutions (ISCED 0.2) regardless of age. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.1.M", "name": "Enrolment in primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled in public and private primary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.2", "name": "Enrolment in lower secondary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in public and private lower secondary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.2.F", "name": "Enrolment in lower secondary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled in public and private lower secondary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.2.M", "name": "Enrolment in lower secondary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled in public and private lower secondary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.23.M", "name": "Enrolment in secondary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled at public and private secondary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.3", "name": "Enrolment in upper secondary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in public and private upper secondary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.3.F", "name": "Enrolment in upper secondary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled in public and private upper secondary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.3.M", "name": "Enrolment in upper secondary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled in public and private upper secondary education institutions regardless of age. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.E.4", "name": "Enrolment in post-secondary non-tertiary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in public and private post-secondary non-tertiary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.4.F", "name": "Enrolment in post-secondary non-tertiary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled in public and private post-secondary non-tertiary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.4.M", "name": "Enrolment in post-secondary non-tertiary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled in public and private post-secondary non-tertiary education institutions regardless of age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.5", "name": "Enrolment in tertiary education, ISCED 5 programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in public and private short-cycle tertiary education programmes (ISCED 5).", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.5.F", "name": "Enrolment in tertiary education, ISCED 5 programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled in public and private short-cycle tertiary education programmes (ISCED 5).", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.5.M", "name": "Enrolment in tertiary education, ISCED 5 programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled in public and private short-cycle tertiary education programmes (ISCED 5).", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.58.M", "name": "Enrolment in tertiary education, all programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The total number of male students enrolled at public and private tertiary education institutions.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.6", "name": "Enrolment in tertiary education, ISCED 6 programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in public and private tertiary education institutions in programmes on the bachelors or equivalent (ISCED 6) level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.6.F", "name": "Enrolment in tertiary education, ISCED 6 programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled in public and private tertiary education institutions in programmes on the bachelors or equivalent (ISCED 6) level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.6.M", "name": "Enrolment in tertiary education, ISCED 6 programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled in public and private tertiary education institutions in programmes on the bachelors or equivalent (ISCED 6) level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.7", "name": "Enrolment in tertiary education, ISCED 7 programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in public and private tertiary education institutions in programmes on the masters or equivalent (ISCED 7) level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.7.F", "name": "Enrolment in tertiary education, ISCED 7 programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled in public and private tertiary education institutions in programmes on the masters or equivalent (ISCED 7) level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.7.M", "name": "Enrolment in tertiary education, ISCED 7 programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled in public and private tertiary education institutions in programmes on the masters or equivalent (ISCED 7) level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.E.8", "name": "Enrolment in tertiary education, ISCED 8 programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in public and private tertiary education institutions in programmes on the doctoral or equivalent (ISCED 8) level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.8.F", "name": "Enrolment in tertiary education, ISCED 8 programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students enrolled in public and private tertiary education institutions in programmes on the doctoral or equivalent (ISCED 8) level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.E.8.M", "name": "Enrolment in tertiary education, ISCED 8 programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students enrolled in public and private tertiary education institutions in programmes on the doctoral or equivalent (ISCED 8) level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.1.AG25T99", "name": "UIS: Percentage of population age 25+ whose highest level of education is primary, both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with completed primary (ISCED 1) as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above with completed primary education as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.1.AG25T99.F", "name": "UIS: Percentage of population age 25+ whose highest level of education is primary, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with completed primary (ISCED 1) as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed primary education as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.1.AG25T99.M", "name": "UIS: Percentage of population age 25+ whose highest level of education is primary, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with completed primary (ISCED 1) as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed primary education as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.1T6.AG25T99", "name": "UIS: Percentage of population age 25+ with at least completed primary education (ISCED 1 or higher). Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with at least completed primary education (ISCED 1 or higher). This indicator is calculated by dividing the number of persons aged 25 years and above with completed primary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.1T6.AG25T99.F", "name": "UIS: Percentage of population age 25+ with at least completed primary education (ISCED 1 or higher). Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with at least completed primary education (ISCED 1 or higher). This indicator is calculated by dividing the number of females aged 25 years and above who completed primary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.1T6.AG25T99.M", "name": "UIS: Percentage of population age 25+ with at least completed primary education (ISCED 1 or higher). Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with at least completed primary education (ISCED 1 or higher). This indicator is calculated by dividing the number of males aged 25 years and above who completed primary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.1T8.AG25T99.GPIA", "name": "UIS: Percentage of population age 25+ with at least completed primary education (ISCED 1 or higher). Adjusted Gender Parity Index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.2.AG25T99", "name": "UIS: Percentage of population age 25+ whose highest level of education is lower secondary, both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with completed lower secondary education (ISCED 2) as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed lower secondary education as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.2.AG25T99.F", "name": "UIS: Percentage of population age 25+ whose highest level of education is lower secondary, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with completed lower secondary education (ISCED 2) as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed lower secondary education as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.2.AG25T99.M", "name": "UIS: Percentage of population age 25+ whose highest level of education is lower secondary, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with completed lower secondary education (ISCED 2) as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed lower secondary education as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.2T6.AG25T99", "name": "UIS: Percentage of population age 25+ with at least completed lower secondary education (ISCED 2 or higher). Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with at least completed lower secondary education (ISCED 2 or higher). This indicator is calculated by dividing the number of persons aged 25 years and above with completed lower secondary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.2T6.AG25T99.F", "name": "UIS: Percentage of population age 25+ with at least completed lower secondary education (ISCED 2 or higher). Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with at least completed lower secondary education (ISCED 2 or higher). This indicator is calculated by dividing the number of females aged 25 years and above who completed lower secondary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.2T6.AG25T99.M", "name": "UIS: Percentage of population age 25+ with at least completed lower secondary education (ISCED 2 or higher). Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with at least completed lower secondary education (ISCED 2 or higher). This indicator is calculated by dividing the number of males aged 25 years and above who completed lower secondary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.2T8.AG25T99.GPIA", "name": "UIS: Percentage of population age 25+ with at least completed lower secondary education (ISCED 2 or higher). Adjusted Gender Parity Index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.3.AG25T99", "name": "UIS: Percentage of population age 25+ whose highest level of education is upper secondary, both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with completed upper secondary education (ISCED 3) as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed upper secondary education as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.3.AG25T99.F", "name": "UIS: Percentage of population age 25+ whose highest level of education is upper secondary, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with completed upper secondary education (ISCED 3) as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed upper secondary education as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.3.AG25T99.M", "name": "UIS: Percentage of population age 25+ whose highest level of education is upper secondary, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with completed upper secondary education (ISCED 3) as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed upper secondary education as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.3T6.AG25T99", "name": "UIS: Percentage of population age 25+ with at least completed upper secondary education (ISCED 3 or higher). Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with at least completed upper secondary education (ISCED 3 or higher). This indicator is calculated by dividing the number of persons aged 25 years and above with completed upper secondary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.3T6.AG25T99.F", "name": "UIS: Percentage of population age 25+ with at least completed upper secondary education (ISCED 3 or higher). Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with at least completed upper secondary education (ISCED 3 or higher). This indicator is calculated by dividing the number of females aged 25 years and above who completed upper secondary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.3T6.AG25T99.M", "name": "UIS: Percentage of population age 25+ with at least completed upper secondary education (ISCED 3 or higher). Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with at least completed upper secondary education (ISCED 3 or higher). This indicator is calculated by dividing the number of males aged 25 years and above who completed upper secondary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.3T8.AG25T99.GPIA", "name": "UIS: Percentage of population age 25+ with at least completed upper secondary education (ISCED 3 or higher). Adjusted Gender Parity Index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.4.AG25T99", "name": "UIS: Percentage of population age 25+ whose highest level of education is post-secondary non-tertiary, both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with completed post-secondary education (ISCED 4) as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed post-secondary education as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.4.AG25T99.F", "name": "UIS: Percentage of population age 25+ whose highest level of education is post-secondary non-tertiary, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with completed post-secondary education (ISCED 4) as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed post-secondary education as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.4.AG25T99.M", "name": "UIS: Percentage of population age 25+ whose highest level of education is post-secondary non-tertiary, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with completed post-secondary education (ISCED 4) as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed post-secondary education as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.4T6.AG25T99", "name": "UIS: Percentage of population age 25+ with at least completed post-secondary education (ISCED 4 or higher). Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with at least completed post-secondary education (ISCED 4 or higher). This indicator is calculated by dividing the number of persons aged 25 years and above with completed post-secondary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.4T6.AG25T99.F", "name": "UIS: Percentage of population age 25+ with at least completed post-secondary education (ISCED 4 or higher). Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with at least completed post-secondary education (ISCED 4 or higher). This indicator is calculated by dividing the number of females aged 25 years and above who completed post-secondary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.4T6.AG25T99.M", "name": "UIS: Percentage of population age 25+ with at least completed post-secondary education (ISCED 4 or higher). Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with at least completed post-secondary education (ISCED 4 or higher). This indicator is calculated by dividing the number of males aged 25 years and above who completed post-secondary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.4T8.AG25T99.GPIA", "name": "UIS: Percentage of population age 25+ with at least completed post-secondary education (ISCED 4 or higher). Adjusted Gender Parity Index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.5.AG25T99", "name": "UIS: Percentage of population age 25+ whose highest level of education is short cycle tertiary, both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed a short-cycle tertiary degree as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.5.AG25T99.F", "name": "UIS: Percentage of population age 25+ whose highest level of education is short cycle tertiary, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed a short-cycle tertiary degree as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.5.AG25T99.M", "name": "UIS: Percentage of population age 25+ whose highest level of education is short cycle tertiary, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed a short-cycle tertiary degree as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.5T8.AG25T99", "name": "UIS: Percentage of population age 25+ with at least a completed short-cycle tertiary degree (ISCED 5 or higher). Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) or higher. This indicator is calculated by dividing the number of persons aged 25 years and above with a completed short-cycle tertiary degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.5T8.AG25T99.F", "name": "UIS: Percentage of population age 25+ with at least a completed short-cycle tertiary degree (ISCED 5 or higher). Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) or higher. This indicator is calculated by dividing the number of females aged 25 years and above who completed a short-cycle tertiary degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.5T8.AG25T99.GPIA", "name": "UIS: Percentage of population age 25+ with at least a completed short-cycle tertiary degree (ISCED 5 or higher). Adjusted Gender Parity Index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.5T8.AG25T99.M", "name": "UIS: Percentage of population age 25+ with at least a completed short-cycle tertiary degree (ISCED 5 or higher). Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) or higher. This indicator is calculated by dividing the number of males aged 25 years and above who completed a short-cycle tertiary degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.6.AG25T99", "name": "UIS: Percentage of population age 25+ whose highest level of education is Bachelor's or equivalent (ISCED 6), both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed a bachelor's or equivalent degree as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.6.AG25T99.F", "name": "UIS: Percentage of population age 25+ whose highest level of education is Bachelor's or equivalent (ISCED 6), female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed a bachelor's or equivalent degree as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.6.AG25T99.M", "name": "UIS: Percentage of population age 25+ whose highest level of education is Bachelor's or equivalent (ISCED 6), male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed a bachelor's or equivalent degree as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.6T8.AG25T99", "name": "UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of persons aged 25 years and above with a completed bachelor's or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.6T8.AG25T99.F", "name": "UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of females aged 25 years and above who completed a bachelor's or equivalent degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.6T8.AG25T99.GPIA", "name": "UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Adjusted Gender Parity Index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.6T8.AG25T99.M", "name": "UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of males aged 25 years and above who completed a bachelor's or equivalent degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.7.AG25T99", "name": "UIS: Percentage of population age 25+ whose highest level of education is Master's or equivalent (ISCED 7), both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed a master's or equivalent degree as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.7.AG25T99.F", "name": "UIS: Percentage of population age 25+ whose highest level of education is Master's or equivalent (ISCED 7), female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed a master's or equivalent degree as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.7.AG25T99.M", "name": "UIS: Percentage of population age 25+ whose highest level of education is Master's or equivalent (ISCED 7), male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed a master's or equivalent degree as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.7T8.AG25T99", "name": "UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) or higher. This indicator is calculated by dividing the number of persons aged 25 years and above with a completed master's or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.7T8.AG25T99.F", "name": "UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) or higher. This indicator is calculated by dividing the number of females aged 25 years and above who completed a master's or equivalent degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.7T8.AG25T99.GPIA", "name": "UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Adjusted Gender Parity Index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.7T8.AG25T99.M", "name": "UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) or higher. This indicator is calculated by dividing the number of males aged 25 years and above who completed a master's or equivalent degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.8.AG25T99", "name": "UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with a completed doctoral or equivalent degree (ISCED 8). This indicator is calculated by dividing the number of persons aged 25 years and above with a completed doctoral or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.8.AG25T99.F", "name": "UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with a completed doctoral or equivalent degree (ISCED 8). This indicator is calculated by dividing the number of females aged 25 years and above who completed a doctoral or equivalent degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.8.AG25T99.GPIA", "name": "UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Adjusted Gender Parity Index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.8.AG25T99.M", "name": "UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with a completed doctoral or equivalent degree (ISCED 8). This indicator is calculated by dividing the number of males aged 25 years and above who completed a doctoral or equivalent degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.MEAN.1T6.AG25T99", "name": "UIS: Mean years of schooling (ISCED 1 or higher), population 25+ years, both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean years of schooling (MYS) provides the average number of years of education (primary/ISCED 1 or higher) completed by a country\u2019s adult population (25 years and older), excluding years spent repeating grades. For further information and specific calculation methods, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.MEAN.1T6.AG25T99.F", "name": "UIS: Mean years of schooling (ISCED 1 or higher), population 25+ years, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean years of schooling (MYS) provides the average number of years of education (primary/ISCED 1 or higher) completed by a country\u2019s female adult population (25 years and older), excluding years spent repeating grades. For further information and specific calculation methods, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.MEAN.1T6.AG25T99.M", "name": "UIS: Mean years of schooling (ISCED 1 or higher), population 25+ years, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Mean years of schooling (MYS) provides the average number of years of education (primary/ISCED 1 or higher) completed by a country\u2019s male adult population (25 years and older), excluding years spent repeating grades. For further information and specific calculation methods, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.NS.AG25T99", "name": "UIS: Percentage of population age 25+ with no schooling, both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of the population (age 25 and over) with no education. This indicator is calculated by dividing the number of persons aged 25 years and above with no education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.NS.AG25T99.F", "name": "UIS: Percentage of population age 25+ with no schooling, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of the female population (age 25 and over) with no education. This indicator is calculated by dividing the number of females aged 25 years and above with no education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.NS.AG25T99.M", "name": "UIS: Percentage of population age 25+ with no schooling, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of the male population (age 25 and over) with no education. This indicator is calculated by dividing the number of males aged 25 years and above with no education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.S1.AG25T99", "name": "UIS: Percentage of population age 25+ whose highest level of education is incomplete primary, both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with incomplete primary as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above with incomplete primary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.S1.AG25T99.F", "name": "UIS: Percentage of population age 25+ whose highest level of education is incomplete primary, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with incomplete primary as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above with incomplete primary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.S1.AG25T99.M", "name": "UIS: Percentage of population age 25+ whose highest level of education is incomplete primary, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with incomplete primary as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above with incomplete primary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.S1T8.AG25T99", "name": "UIS: Percentage of population age 25+ with at least some primary (ISCED 1). Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of population (age 25 and over) with at least some primary education (ISCED 1). This indicator is calculated by dividing the number of persons aged 25 years and above with some primary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.S1T8.AG25T99.F", "name": "UIS: Percentage of population age 25+ with at least some primary (ISCED 1). Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female population (age 25 and over) with at least some primary education (ISCED 1). This indicator is calculated by dividing the number of females aged 25 years and above with some primary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.S1T8.AG25T99.GPIA", "name": "UIS: Percentage of population age 25+ with at least some primary (ISCED 1). Adjusted Gender Parity Index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.S1T8.AG25T99.M", "name": "UIS: Percentage of population age 25+ with at least some primary (ISCED 1). Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male population (age 25 and over) with at least some primary education (ISCED 1). This indicator is calculated by dividing the number of males aged 25 years and above with some primary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.UK.AG25T99", "name": "UIS: Percentage of population age 25+ with unknown educational attainment. Total", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of the population (age 25 and over) with unknown educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above with unknown educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.UK.AG25T99.F", "name": "UIS: Percentage of population age 25+ with unknown educational attainment. Female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of the female population (age 25 and over) with unknown educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above with unknown educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EA.UK.AG25T99.M", "name": "UIS: Percentage of population age 25+ with unknown educational attainment. Male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of the male population (age 25 and over) with unknown educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above with unknown educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.COGN", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Cognitive dimension, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.COGN.F", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Cognitive dimension, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.COGN.GPIA", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience\u201a Cognitive dimension\u201a adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.COGN.M", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Cognitive dimension, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.F", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.GPIA", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience\u201a adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.M", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.NCOG.CONF", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Confidence, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.NCOG.CONF.F", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Confidence, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.NCOG.CONF.GPI", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience\u201a Non-cognitive dimension\u201a Confidence\u201a adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.NCOG.CONF.M", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Confidence, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.NCOG.ENJO", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Enjoyment, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education indicating enjoyment of environmental science and geoscience. Students who express high enjoyment of learning environmental science and geoscience and agree with expressions such as \u201cI like to conduct science experiments\u201d, \u201cI learn many interesting things in science\u201d, or \u201cI like science\u201d, and express disagreement to expressions such as \u201cScience is boring\u201d or \u201cI wish I did not have to study science.\u201d The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.NCOG.ENJO.F", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Enjoyment, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education indicating enjoyment of environmental science and geoscience. Students who express high enjoyment of learning environmental science and geoscience and agree with expressions such as \u201cI like to conduct science experiments\u201d, \u201cI learn many interesting things in science\u201d, or \u201cI like science\u201d, and express disagreement to expressions such as \u201cScience is boring\u201d or \u201cI wish I did not have to study science.\u201d The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ESG.LOWERSEC.NCOG.ENJO.GPI", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience\u201a Non-cognitive dimension\u201a Enjoyment\u201a adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.ESG.LOWERSEC.NCOG.ENJO.M", "name": "Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Enjoyment, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students in lower secondary education indicating enjoyment of environmental science and geoscience. Students who express high enjoyment of learning environmental science and geoscience and agree with expressions such as \u201cI like to conduct science experiments\u201d, \u201cI learn many interesting things in science\u201d, or \u201cI like science\u201d, and express disagreement to expressions such as \u201cScience is boring\u201d or \u201cI wish I did not have to study science.\u201d The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EV1524P.2T5.V", "name": "Proportion of 15-24 year-olds enrolled in vocational education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young people aged 15-24 years participating in technical or vocational education either in formal or non-formal (e.g. work-based or other settings) education, on a given date or during a specified period. The figure is calculated as the number of young people aged 15-24 years participating in technical and vocational education at secondary, post-secondary non-tertiary or tertiary levels of education is expressed as a percentage of the population of the same age group. The data source is administrative data from schools and other places of education and training or household survey data on enrolment in technical and vocational programmes by single year of age; population censuses and surveys for population estimates for the age group 15-24 years (if using administrative data on enrolment). Technical and vocational education and training can be offered in a variety of settings including schools and universities, workplace environments and others. Administrative data often capture only provision in formal settings such as schools and universities. Participation rates do not capture the intensity or quality of the provision nor the outcomes of the education and training on offer. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EV1524P.2T5.V.F", "name": "Proportion of 15-24 year-olds enrolled in vocational education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young people aged 15-24 years participating in technical or vocational education either in formal or non-formal (e.g. work-based or other settings) education, on a given date or during a specified period. The figure is calculated as the number of young people aged 15-24 years participating in technical and vocational education at secondary, post-secondary non-tertiary or tertiary levels of education is expressed as a percentage of the population of the same age group. The data source is administrative data from schools and other places of education and training or household survey data on enrolment in technical and vocational programmes by single year of age; population censuses and surveys for population estimates for the age group 15-24 years (if using administrative data on enrolment). Technical and vocational education and training can be offered in a variety of settings including schools and universities, workplace environments and others. Administrative data often capture only provision in formal settings such as schools and universities. Participation rates do not capture the intensity or quality of the provision nor the outcomes of the education and training on offer. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EV1524P.2T5.V.GPIA", "name": "Proportion of 15-24 year-olds enrolled in vocational education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.EV1524P.2T5.V.M", "name": "Proportion of 15-24 year-olds enrolled in vocational education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of young people aged 15-24 years participating in technical or vocational education either in formal or non-formal (e.g. work-based or other settings) education, on a given date or during a specified period. The figure is calculated as the number of young people aged 15-24 years participating in technical and vocational education at secondary, post-secondary non-tertiary or tertiary levels of education is expressed as a percentage of the population of the same age group. The data source is administrative data from schools and other places of education and training or household survey data on enrolment in technical and vocational programmes by single year of age; population censuses and surveys for population estimates for the age group 15-24 years (if using administrative data on enrolment). Technical and vocational education and training can be offered in a variety of settings including schools and universities, workplace environments and others. Administrative data often capture only provision in formal settings such as schools and universities. Participation rates do not capture the intensity or quality of the provision nor the outcomes of the education and training on offer. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FEP.2.V", "name": "Percentage of students in lower secondary vocational education who are female (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female vocational education students at the lower secondary level expressed as a percentage of the total number of vocational education students (male and female) at the lower secondary level in a given school year.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": []}
{"id": "UIS.FEP.3.V", "name": "Percentage of students in upper secondary vocational education who are female (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female vocational education students at the upper secondary level expressed as a percentage of the total number of vocational education students (male and female) at the upper secondary level in a given school year.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": []}
{"id": "UIS.FEP.4.V", "name": "Percentage of students in post-secondary non-tertiary vocational education who are female (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Number of female vocational education students at the post-secondary non-tertiary level expressed as a percentage of the total number of vocational education students (male and female) at the post-secondary non-tertiary level in a given school year.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": []}
{"id": "UIS.FGP.5T8.F400", "name": "Female share of graduates in Business, Administration and Law programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.FGP.5T8.F600", "name": "Female share of graduates in Information and Communication Technologies programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.FGP.5T8.FNON500600700", "name": "Female share of graduates in other fields than Science, Technology, Engineering and Mathematics programmes, tertiary (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.FHLANGILP.1", "name": "Percentage of students in primary education who have their first or home language as language of instruction, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students in primary education who have their first language or home language as language of instruction expressed as a percentage of the total number of students at the same level stage of education and year. The higher the percentage of children taught in their home language, the higher the probability that they acquire cognitive skills such as beginning reading and writing. Data for this indicator are compiled by the UNESCO Institute for Statistics from sources like El Laboratorio Latinoamericano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d'analyse des syst\u00e8mes \u00e9ducatifs de la confemen (PASEC), Trends in International Mathematics and Science Study (TIMSS), and Multiple Indicator Cluster Surveys (MICS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FHLANGILP.1.F", "name": "Percentage of students in primary education who have their first or home language as language of instruction, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students in primary education who have their first language or home language as language of instruction expressed as a percentage of the total number of students at the same level stage of education and year. The higher the percentage of children taught in their home language, the higher the probability that they acquire cognitive skills such as beginning reading and writing. Data for this indicator are compiled by the UNESCO Institute for Statistics from sources like El Laboratorio Latinoamericano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d'analyse des syst\u00e8mes \u00e9ducatifs de la confemen (PASEC), Trends in International Mathematics and Science Study (TIMSS), and Multiple Indicator Cluster Surveys (MICS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FHLANGILP.1.GPIA", "name": "Percentage of students in primary education who have their first or home language as language of instruction, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FHLANGILP.1.HIGHSES", "name": "Percentage of students in primary education who have their first or home language as language of instruction, very affluent socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students in primary education who have their first language or home language as language of instruction expressed as a percentage of the total number of students at the same level stage of education and year. The higher the percentage of children taught in their home language, the higher the probability that they acquire cognitive skills such as beginning reading and writing. Data for this indicator are compiled by the UNESCO Institute for Statistics from sources like El Laboratorio Latinoamericano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d'analyse des syst\u00e8mes \u00e9ducatifs de la confemen (PASEC), Trends in International Mathematics and Science Study (TIMSS), and Multiple Indicator Cluster Surveys (MICS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FHLANGILP.1.LOWSES", "name": "Percentage of students in primary education who have their first or home language as language of instruction, very poor socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students in primary education who have their first language or home language as language of instruction expressed as a percentage of the total number of students at the same level stage of education and year. The higher the percentage of children taught in their home language, the higher the probability that they acquire cognitive skills such as beginning reading and writing. Data for this indicator are compiled by the UNESCO Institute for Statistics from sources like El Laboratorio Latinoamericano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d'analyse des syst\u00e8mes \u00e9ducatifs de la confemen (PASEC), Trends in International Mathematics and Science Study (TIMSS), and Multiple Indicator Cluster Surveys (MICS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FHLANGILP.1.LPIA", "name": "Percentage of students in primary education who have their first or home language as language of instruction, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FHLANGILP.1.M", "name": "Percentage of students in primary education who have their first or home language as language of instruction, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students in primary education who have their first language or home language as language of instruction expressed as a percentage of the total number of students at the same level stage of education and year. The higher the percentage of children taught in their home language, the higher the probability that they acquire cognitive skills such as beginning reading and writing. Data for this indicator are compiled by the UNESCO Institute for Statistics from sources like El Laboratorio Latinoamericano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d'analyse des syst\u00e8mes \u00e9ducatifs de la confemen (PASEC), Trends in International Mathematics and Science Study (TIMSS), and Multiple Indicator Cluster Surveys (MICS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FHLANGILP.1.RUR", "name": "Percentage of students in primary education who have their first or home language as language of instruction, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students in primary education who have their first language or home language as language of instruction expressed as a percentage of the total number of students at the same level stage of education and year. The higher the percentage of children taught in their home language, the higher the probability that they acquire cognitive skills such as beginning reading and writing. Data for this indicator are compiled by the UNESCO Institute for Statistics from sources like El Laboratorio Latinoamericano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d'analyse des syst\u00e8mes \u00e9ducatifs de la confemen (PASEC), Trends in International Mathematics and Science Study (TIMSS), and Multiple Indicator Cluster Surveys (MICS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FHLANGILP.1.URB", "name": "Percentage of students in primary education who have their first or home language as language of instruction, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students in primary education who have their first language or home language as language of instruction expressed as a percentage of the total number of students at the same level stage of education and year. The higher the percentage of children taught in their home language, the higher the probability that they acquire cognitive skills such as beginning reading and writing. Data for this indicator are compiled by the UNESCO Institute for Statistics from sources like El Laboratorio Latinoamericano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d'analyse des syst\u00e8mes \u00e9ducatifs de la confemen (PASEC), Trends in International Mathematics and Science Study (TIMSS), and Multiple Indicator Cluster Surveys (MICS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FHLANGILP.1.WPIA", "name": "Percentage of students in primary education who have their first or home language as language of instruction, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FOSGP.5T8.F400", "name": "Percentage of graduates from tertiary education graduating from Business, Administration and Law programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed Business, Administration and Law programmes in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FOSGP.5T8.F500600700", "name": "Percentage of graduates from Science, Technology, Engineering and Mathematics programmes in tertiary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed Science, Technology, Engineering and Mathematics in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FOSGP.5T8.F600", "name": "Percentage of graduates from tertiary education graduating from Information and Communication Technologies programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed Information and Communication Technologies programmes in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FOSGP.5T8.FNON500600700", "name": "Percentage of graduates from programmes other than Science, Technology, Engineering and Mathematics in tertiary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of all tertiary graduates who completed Science, Technology, Engineering and Mathematics in the reference year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.FTP.2", "name": "Percentage of teachers in lower secondary education who are female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female teachers at the lower secondary level expressed as a percentage of the total number of teachers (male and female) at the lower secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.FTP.3", "name": "Percentage of teachers in upper secondary education who are female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female teachers at the upper secondary level expressed as a percentage of the total number of teachers (male and female) at the upper secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.FTP.4", "name": "Percentage of teachers in post-secondary non-tertiary education who are female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female teachers at the post-secondary non-tertiary level expressed as a percentage of the total number of teachers (male and female) at the post-secondary non-tertiary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GAR.5T8", "name": "Gross attendance ratio for tertiary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.F", "name": "Gross attendance ratio for tertiary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.F.LPIA", "name": "Gross attendance ratio for tertiary education, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.F.WPIA", "name": "Gross attendance ratio for tertiary education, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.GPIA", "name": "Gross attendance ratio for tertiary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.LPIA", "name": "Gross attendance ratio for tertiary education, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.M", "name": "Gross attendance ratio for tertiary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.M.LPIA", "name": "Gross attendance ratio for tertiary education, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.M.WPIA", "name": "Gross attendance ratio for tertiary education, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q1", "name": "Gross attendance ratio for tertiary education, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q1.F", "name": "Gross attendance ratio for tertiary education, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q1.F.LPIA", "name": "Gross attendance ratio for tertiary education, poorest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q1.GPIA", "name": "Gross attendance ratio for tertiary education, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q1.LPIA", "name": "Gross attendance ratio for tertiary education, poorest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q1.M", "name": "Gross attendance ratio for tertiary education, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q1.M.LPIA", "name": "Gross attendance ratio for tertiary education, poorest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q2", "name": "Gross attendance ratio for tertiary education, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q2.F", "name": "Gross attendance ratio for tertiary education, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q2.F.LPIA", "name": "Gross attendance ratio for tertiary education, second quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q2.GPIA", "name": "Gross attendance ratio for tertiary education, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q2.LPIA", "name": "Gross attendance ratio for tertiary education, second quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q2.M", "name": "Gross attendance ratio for tertiary education, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q2.M.LPIA", "name": "Gross attendance ratio for tertiary education, second quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q3", "name": "Gross attendance ratio for tertiary education, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q3.F", "name": "Gross attendance ratio for tertiary education, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q3.F.LPIA", "name": "Gross attendance ratio for tertiary education, middle quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q3.GPIA", "name": "Gross attendance ratio for tertiary education, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q3.LPIA", "name": "Gross attendance ratio for tertiary education, middle quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q3.M", "name": "Gross attendance ratio for tertiary education, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q3.M.LPIA", "name": "Gross attendance ratio for tertiary education, middle quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q4", "name": "Gross attendance ratio for tertiary education, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q4.F", "name": "Gross attendance ratio for tertiary education, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q4.F.LPIA", "name": "Gross attendance ratio for tertiary education, fourth quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q4.GPIA", "name": "Gross attendance ratio for tertiary education, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q4.LPIA", "name": "Gross attendance ratio for tertiary education, fourth quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q4.M", "name": "Gross attendance ratio for tertiary education, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q4.M.LPIA", "name": "Gross attendance ratio for tertiary education, fourth quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q5", "name": "Gross attendance ratio for tertiary education, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q5.F", "name": "Gross attendance ratio for tertiary education, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q5.F.LPIA", "name": "Gross attendance ratio for tertiary education, richest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q5.GPIA", "name": "Gross attendance ratio for tertiary education, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q5.LPIA", "name": "Gross attendance ratio for tertiary education, richest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q5.M", "name": "Gross attendance ratio for tertiary education, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.Q5.M.LPIA", "name": "Gross attendance ratio for tertiary education, richest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR", "name": "Gross attendance ratio for tertiary education, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.F", "name": "Gross attendance ratio for tertiary education, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.F.WPIA", "name": "Gross attendance ratio for tertiary education, rural, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.GPIA", "name": "Gross attendance ratio for tertiary education, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.M", "name": "Gross attendance ratio for tertiary education, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.M.WPIA", "name": "Gross attendance ratio for tertiary education, rural, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q1", "name": "Gross attendance ratio for tertiary education, rural, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q1.F", "name": "Gross attendance ratio for tertiary education, rural, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q1.GPIA", "name": "Gross attendance ratio for tertiary education, rural, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q1.M", "name": "Gross attendance ratio for tertiary education, rural, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q2", "name": "Gross attendance ratio for tertiary education, rural, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q2.F", "name": "Gross attendance ratio for tertiary education, rural, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q2.GPIA", "name": "Gross attendance ratio for tertiary education, rural, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q2.M", "name": "Gross attendance ratio for tertiary education, rural, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q3", "name": "Gross attendance ratio for tertiary education, rural, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q3.F", "name": "Gross attendance ratio for tertiary education, rural, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q3.GPIA", "name": "Gross attendance ratio for tertiary education, rural, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q3.M", "name": "Gross attendance ratio for tertiary education, rural, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q4", "name": "Gross attendance ratio for tertiary education, rural, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q4.F", "name": "Gross attendance ratio for tertiary education, rural, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q4.GPIA", "name": "Gross attendance ratio for tertiary education, rural, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q4.M", "name": "Gross attendance ratio for tertiary education, rural, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q5", "name": "Gross attendance ratio for tertiary education, rural, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q5.F", "name": "Gross attendance ratio for tertiary education, rural, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q5.GPIA", "name": "Gross attendance ratio for tertiary education, rural, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.Q5.M", "name": "Gross attendance ratio for tertiary education, rural, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.RUR.WPIA", "name": "Gross attendance ratio for tertiary education, rural, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB", "name": "Gross attendance ratio for tertiary education, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.GAR.5T8.URB.F", "name": "Gross attendance ratio for tertiary education, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.F.WPIA", "name": "Gross attendance ratio for tertiary education, urban, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.GPIA", "name": "Gross attendance ratio for tertiary education, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.M", "name": "Gross attendance ratio for tertiary education, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.M.WPIA", "name": "Gross attendance ratio for tertiary education, urban, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q1", "name": "Gross attendance ratio for tertiary education, urban, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q1.F", "name": "Gross attendance ratio for tertiary education, urban, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q1.GPIA", "name": "Gross attendance ratio for tertiary education, urban, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q1.M", "name": "Gross attendance ratio for tertiary education, urban, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q2", "name": "Gross attendance ratio for tertiary education, urban, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q2.F", "name": "Gross attendance ratio for tertiary education, urban, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q2.GPIA", "name": "Gross attendance ratio for tertiary education, urban, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q2.M", "name": "Gross attendance ratio for tertiary education, urban, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q3", "name": "Gross attendance ratio for tertiary education, urban, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q3.F", "name": "Gross attendance ratio for tertiary education, urban, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q3.GPIA", "name": "Gross attendance ratio for tertiary education, urban, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q3.M", "name": "Gross attendance ratio for tertiary education, urban, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q4", "name": "Gross attendance ratio for tertiary education, urban, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q4.F", "name": "Gross attendance ratio for tertiary education, urban, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q4.GPIA", "name": "Gross attendance ratio for tertiary education, urban, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q4.M", "name": "Gross attendance ratio for tertiary education, urban, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q5", "name": "Gross attendance ratio for tertiary education, urban, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q5.F", "name": "Gross attendance ratio for tertiary education, urban, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q5.GPIA", "name": "Gross attendance ratio for tertiary education, urban, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.Q5.M", "name": "Gross attendance ratio for tertiary education, urban, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.URB.WPIA", "name": "Gross attendance ratio for tertiary education, urban, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GAR.5T8.WPIA", "name": "Gross attendance ratio for tertiary education, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.COG", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.COG.F", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.COG.GPIA", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.COG.M", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.F", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.GPIA", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.M", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.FREE", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Freedom, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.FREE.F", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Freedom, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.FREE.GPI", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability\u201a Non-cognitive Dimension\u201a Freedom, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.FREE.M", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Freedom, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.GEQU", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Gender equality, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.GEQU.F", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Gender equality, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.GEQU.GPI", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability\u201a Non-cognitive Dimension\u201a Gender equality, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.GEQU.M", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Gender equality, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.GLOC", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Global-local thinking, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.GLOC.F", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Global-local thinking, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.GLOC.GPI", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability\u201a Non-cognitive Dimension\u201a Global-local thinking, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.GLOC.M", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Global-local thinking, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.MULT", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Multiculturalism, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.MULT.F", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Multiculturalism, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.MULT.GPI", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability\u201a Non-cognitive Dimension\u201a Multiculturalism, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.MULT.M", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Multiculturalism, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.PEAC", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Peace, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.PEAC.F", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Peace, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.PEAC.GPI", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability\u201a Non-cognitive Dimension\u201a Peace, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.PEAC.M", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Peace, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.SDEV", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.SDEV.F", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.SDEV.GPI", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability\u201a Non-cognitive Dimension\u201a Sustainable development, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.SDEV.M", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.SJUS", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Social Justice, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.SJUS.F", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Social Justice, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.SJUS.GPI", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability\u201a Non-cognitive Dimension\u201a Social Justice, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GCS.LOWERSEC.NCOG.SJUS.M", "name": "Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Social Justice, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.0", "name": "Gross enrolment ratio, early childhood education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total enrollment in early childhood education, regardless of age, expressed as a percentage of the total population of official early childhood education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.0.F", "name": "Gross enrolment ratio, early childhood education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total female enrollment in early childhood education, regardless of age, expressed as a percentage of the total female population of official early childhood education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.0.GPIA", "name": "Gross enrolment ratio, early childhood education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.0.M", "name": "Gross enrolment ratio, early childhood education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total male enrollment in early childhood education, regardless of age, expressed as a percentage of the total male population of official early childhood education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.01", "name": "Gross enrolment ratio, early childhood educational development programmes, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total population of the official age for early childhood educational development programmes. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.01.F", "name": "Gross enrolment ratio, early childhood educational development programmes, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total female enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total female population of the official age for early childhood educational development programmes. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.01.GPIA", "name": "Gross enrolment ratio, early childhood educational development programmes, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.01.M", "name": "Gross enrolment ratio, early childhood educational development programmes, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total male enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total male population of the official age for early childhood educational development programmes. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.02.GPIA", "name": "Gross enrolment ratio, pre-primary, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.12", "name": "Gross enrolment ratio, primary and lower secondary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total enrollment in primary and lower secondary education, regardless of age, expressed as a percentage of the population of official primary and lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.12.F", "name": "Gross enrolment ratio, primary and lower secondary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total female enrollment in primary and lower secondary education, regardless of age, expressed as a percentage of the female population of official primary and lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.12.GPI", "name": "Gross enrolment ratio, primary and lower secondary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Ratio of female gross enrolment ratio for primary and lower secondary to male gross enrolment ratio for primary and lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.12.M", "name": "Gross enrolment ratio, primary and lower secondary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total male enrollment in primary and lower secondary education, regardless of age, expressed as a percentage of the male population of official primary and lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.123", "name": "Gross enrolment ratio, primary and secondary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total enrollment in primary and secondary education, regardless of age, expressed as a percentage of the total population of official primary and secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GER.123.F", "name": "Gross enrolment ratio, primary and secondary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total female enrollment in primary and secondary education, regardless of age, expressed as a percentage of the total female population of official primary and secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GER.123.M", "name": "Gross enrolment ratio, primary and secondary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total male enrollment in primary and secondary education, regardless of age, expressed as a percentage of the total male population of official primary and secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GER.1T6.F", "name": "Gross enrolment ratio, primary to tertiary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total female enrollment in primary, secondary and tertiary education, regardless of age, expressed as a percentage of the total female population of primary school age, secondary school age, and the five-year age group following on from secondary school leaving. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GER.1T6.GPI", "name": "Gross enrolment ratio, primary to tertiary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Ratio of female gross enrolment ratio for primary to tertiary to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GER.1T6.M", "name": "Gross enrolment ratio, primary to tertiary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total male enrollment in primary, secondary and tertiary education, regardless of age, expressed as a percentage of the total male population of primary school age, secondary school age, and the five-year age group following on from secondary school leaving. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GER.2.GPI", "name": "Gross enrolment ratio, lower secondary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Ratio of female gross enrolment ratio for lower secondary to the male gross enrolment ratio for lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GER.3.GPI", "name": "Gross enrolment ratio, upper secondary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Ratio of female gross enrolment ratio for upper secondary to the male gross enrolment ratio for upper secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GER.4", "name": "Gross enrolment ratio, post-secondary non-tertiary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the total population of official post-secondary non-tertiary education age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.4.F", "name": "Gross enrolment ratio, post-secondary non-tertiary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total female enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the female population of official post-secondary non-tertiary education age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.4.GPI", "name": "Gross enrolment ratio, post-secondary non-tertiary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Ratio of female gross enrolment ratio for post-secondary non-tertiary education to the male gross enrolment ratio for post-secondary non-tertiary education. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.4.M", "name": "Gross enrolment ratio, post-secondary non-tertiary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total male enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the male population of official post-secondary non-tertiary education age.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GER.5T8.GPIA", "name": "Gross enrolment ratio for tertiary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GGR.5.A.GPI", "name": "Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Ratio of female gross graduation ratio to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GTVP.2.GPV", "name": "Share of all students in lower secondary education enrolled in general programmes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in general programmes at the lower secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the lower secondary level. General education is designed to develop learners\u2019 general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GTVP.2.V", "name": "Share of all students in lower secondary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the lower secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GTVP.2.V.F", "name": "Share of female students in lower secondary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Total number of female students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the lower secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": []}
{"id": "UIS.GTVP.2.V.M", "name": "Share of male students in lower secondary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Total number of male students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the lower secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": []}
{"id": "UIS.GTVP.23.GPV", "name": "Share of all students in secondary education enrolled in general programmes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in general programmes at the secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the secondary level. General education is designed to develop learners\u2019 general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GTVP.3.GPV", "name": "Share of all students in upper secondary education enrolled in general programmes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in general programmes at the upper secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the upper secondary level. General education is designed to develop learners\u2019 general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GTVP.3.V", "name": "Share of all students in upper secondary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in vocational programmes at the upper secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the upper secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.GTVP.3.V.F", "name": "Share of female students in upper secondary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Total number of female students enrolled in vocational programmes at the upper secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the upper secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": []}
{"id": "UIS.GTVP.3.V.M", "name": "Share of male students in upper secondary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Total number of male students enrolled in vocational programmes at the upper secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the upper secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": []}
{"id": "UIS.GTVP.4.GPV", "name": "Share of all students in post-secondary non-tertiary education enrolled in general programmes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in general programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. General education is designed to develop learners\u2019 general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.GTVP.4.V", "name": "Share of all students in post-secondary non-tertiary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students enrolled in vocational programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.GTVP.4.V.F", "name": "Share of female students in post-secondary non-tertiary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Total number of female students enrolled in vocational programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": []}
{"id": "UIS.GTVP.4.V.M", "name": "Share of male students in post-secondary non-tertiary education enrolled in vocational programmes (%)", "unit": "", "source": {"id": "14", "value": "Gender Statistics"}, "sourceNote": "Total number of male students enrolled in vocational programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.", "sourceOrganization": "UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.", "topics": []}
{"id": "UIS.ICTSKILLATTACH", "name": "Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLATTACH.F", "name": "Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLATTACH.GPIA", "name": "Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLATTACH.M", "name": "Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCONNEC", "name": "Proportion of youth and adults who have connected and installed new devices (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCONNEC.F", "name": "Proportion of youth and adults who have connected and installed new devices, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCONNEC.GPIA", "name": "Proportion of youth and adults who have connected and installed new devices, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCONNEC.M", "name": "Proportion of youth and adults who have connected and installed new devices, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCOPI", "name": "Proportion of youth and adults who have copied or moved a file or folder (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCOPI.F", "name": "Proportion of youth and adults who have copied or moved a file or folder, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCOPI.GPIA", "name": "Proportion of youth and adults who have copied or moved a file or folder, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCOPI.M", "name": "Proportion of youth and adults who have copied or moved a file or folder, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCREAT", "name": "Proportion of youth and adults who have created electronic presentations with presentation software (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCREAT.F", "name": "Proportion of youth and adults who have created electronic presentations with presentation software, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCREAT.GPIA", "name": "Proportion of youth and adults who have created electronic presentations with presentation software, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLCREAT.M", "name": "Proportion of youth and adults who have created electronic presentations with presentation software, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLDUPLIC", "name": "Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document , both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLDUPLIC.F", "name": "Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLDUPLIC.GPIA", "name": "Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLDUPLIC.M", "name": "Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLFORMULA", "name": "Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLFORMULA.F", "name": "Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLFORMULA.GPIA", "name": "Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLFORMULA.M", "name": "Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLPROGLANG", "name": "Proportion of youth and adults who have wrote a computer program using a specialised programming language, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLPROGLANG.F", "name": "Proportion of youth and adults who have wrote a computer program using a specialised programming language, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLPROGLANG.GPIA", "name": "Proportion of youth and adults who have wrote a computer program using a specialised programming language, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLPROGLANG.M", "name": "Proportion of youth and adults who have wrote a computer program using a specialised programming language, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLSOFTWARE", "name": "Proportion of youth and adults who have found, downloaded, installed and configured software, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLSOFTWARE.F", "name": "Proportion of youth and adults who have found, downloaded, installed and configured software, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLSOFTWARE.GPIA", "name": "Proportion of youth and adults who have found, downloaded, installed and configured software, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLSOFTWARE.M", "name": "Proportion of youth and adults who have found, downloaded, installed and configured software, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLTRANSFERFILE", "name": "Proportion of youth and adults who have transferred files between a computer and other devices, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLTRANSFERFILE.F", "name": "Proportion of youth and adults who have transferred files between a computer and other devices, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLTRANSFERFILE.GPIA", "name": "Proportion of youth and adults who have transferred files between a computer and other devices, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ICTSKILLTRANSFERFILE.M", "name": "Proportion of youth and adults who have transferred files between a computer and other devices, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded \u2018yes\u2019 to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ILLPOP.AG25T64", "name": "Illiterate population, 25-64 years, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of adults from age 25 to age 64 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ILLPOP.AG25T64.F", "name": "Illiterate population, 25-64 years, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of females from age 25 to age 64 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ILLPOP.AG25T64.M", "name": "Illiterate population, 25-64 years, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of males from age 25 to age 64 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ILLPOPF.AG25T64", "name": "Illiterate population, 25-64 years, % female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the adult illiterate population (age 25-64) that is female.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LP.AG15T24", "name": "Youth illiterate population, 15-24 years, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of youth between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.LP.AG15T24.F", "name": "Youth illiterate population, 15-24 years, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of females between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.LP.AG15T24.M", "name": "Youth illiterate population, 15-24 years, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of males between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.LP.AG15T99", "name": "Adult illiterate population, 15+ years, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of adults over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.LP.AG15T99.F", "name": "Adult illiterate population, 15+ years, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of females over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.LP.AG15T99.M", "name": "Adult illiterate population, 15+ years, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of males over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.LP.AG65", "name": "Elderly illiterate population, 65+ years, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of adults over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LP.AG65.F", "name": "Elderly illiterate population, 65+ years, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of females over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LP.AG65.M", "name": "Elderly illiterate population, 65+ years, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of males over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LPP.AG15T24", "name": "Youth illiterate population, 15-24 years, % female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the youth illiterate population that is female.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.LPP.AG15T99", "name": "Adult illiterate population, 15+ years, % female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the adult illiterate population (age 15+) that is female.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.LPP.AG65", "name": "Elderly illiterate population, 65+ years, % female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Share of the elderly illiterate population that is female.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.F.LPIA", "name": "Youth literacy rate, population 15-24 years, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.GPIA", "name": "Youth literacy rate, population 15-24 years, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.LPIA", "name": "Youth literacy rate, population 15-24 years, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.M.LPIA", "name": "Youth literacy rate, population 15-24 years, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.RUR", "name": "Youth literacy rate, population 15-24 years, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of people age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the population in that age group. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.RUR.F", "name": "Youth literacy rate, population 15-24 years, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of females age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the female population in that age group. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.RUR.GPIA", "name": "Youth literacy rate, population 15-24 years, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.RUR.M", "name": "Youth literacy rate, population 15-24 years, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of males age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.URB", "name": "Youth literacy rate, population 15-24 years, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of people age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the population in that age group. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.URB.F", "name": "Youth literacy rate, population 15-24 years, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of females age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the female population in that age group. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.URB.GPIA", "name": "Youth literacy rate, population 15-24 years, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T24.URB.M", "name": "Youth literacy rate, population 15-24 years, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of males age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.F.LPIA", "name": "Adult literacy rate, population 15+ years, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.GPIA", "name": "Adult literacy rate, population 15+ years, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.LPIA", "name": "Adult literacy rate, population 15+ years, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.M.LPIA", "name": "Adult literacy rate, population 15+ years, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.RUR", "name": "Adult literacy rate, population 15+ years, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of adults in rural areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.RUR.F", "name": "Adult literacy rate, population 15+ years, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of females in rural areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.RUR.GPIA", "name": "Adult literacy rate, population 15+ years, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.RUR.M", "name": "Adult literacy rate, population 15+ years, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of males in rural areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.URB", "name": "Adult literacy rate, population 15+ years, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of adults in urban areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.URB.F", "name": "Adult literacy rate, population 15+ years, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of females in urban areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.URB.GPIA", "name": "Adult literacy rate, population 15+ years, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG15T99.URB.M", "name": "Adult literacy rate, population 15+ years, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of males in urban areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64", "name": "Literacy rate, population 25-64 years, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the population between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 25-64 years by the corresponding age group population and multiplying the result by 100.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.F", "name": "Literacy rate, population 25-64 years, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the female population between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 25-64 years by the corresponding age group population and multiplying the result by 100.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.F.LPIA", "name": "Literacy rate, population 25-64 years, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.GPIA", "name": "Literacy rate, population 25-64 years, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.LPIA", "name": "Literacy rate, population 25-64 years, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.M", "name": "Literacy rate, population 25-64 years, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the male population between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 25-64 years by the corresponding age group population and multiplying the result by 100.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.M.LPIA", "name": "Literacy rate, population 25-64 years, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.RUR", "name": "Literacy rate, population 25-64 years, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the population in rural areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.RUR.F", "name": "Literacy rate, population 25-64 years, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the female population in rural areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.RUR.GPIA", "name": "Literacy rate, population 25-64 years, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.RUR.M", "name": "Literacy rate, population 25-64 years, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the male population in rural areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.URB", "name": "Literacy rate, population 25-64 years, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the population in urban areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.URB.F", "name": "Literacy rate, population 25-64 years, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the female population in urban areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.URB.GPIA", "name": "Literacy rate, population 25-64 years, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG25T64.URB.M", "name": "Literacy rate, population 25-64 years, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the male population in urban areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65", "name": "Elderly literacy rate, population 65+ years, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the population age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65.F", "name": "Elderly literacy rate, population 65+ years, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of females age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65.M", "name": "Elderly literacy rate, population 65+ years, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of males age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.F.LPIA", "name": "Elderly literacy rate, population 65+ years, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.GPIA", "name": "Elderly literacy rate, population 65+ years, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.LPIA", "name": "Elderly literacy rate, population 65+ years, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.LR.AG65T99.M.LPIA", "name": "Elderly literacy rate, population 65+ years, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.RUR", "name": "Elderly literacy rate, population 65+ years, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the population age 65 and above in rural areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.RUR.F", "name": "Elderly literacy rate, population 65+ years, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of females age 65 and above in rural areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.RUR.GPIA", "name": "Elderly literacy rate, population 65+ years, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.RUR.M", "name": "Elderly literacy rate, population 65+ years, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of males age 65 and above in rural areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.URB", "name": "Elderly literacy rate, population 65+ years, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of the population age 65 and above in urban areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.URB.F", "name": "Elderly literacy rate, population 65+ years, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of females age 65 and above in urban areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.URB.GPIA", "name": "Elderly literacy rate, population 65+ years, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.LR.AG65T99.URB.M", "name": "Elderly literacy rate, population 65+ years, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of males age 65 and above in urban areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, \u2018literacy\u2019 also encompasses \u2018numeracy\u2019, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.F", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.GPIA", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.HIGHSES", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.LANGTEST", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, spoke the language of the test at home, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.LOWSES", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.LPIA", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.LTPIA", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted speaks language of the test parity index (LTPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.M", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.NATIVE", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.NONLANGTEST", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.NONNATIVE", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.NPIA", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.RURAL", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.URBAN", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, urban areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.G2T3.WPIA", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.F", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.GPIA", "name": "Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.HIGHSES", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.LANGTEST", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, spoke the language of the test at home, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.LOWSES", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.LPIA", "name": "Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.LTPIA", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted speaks language of the test parity index (LTPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.M", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.NATIVE", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.NONLANGTEST", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.NONNATIVE", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.NPIA", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.RURAL", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.URBAN", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, urban areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.LOWERSEC.WPIA", "name": "Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.F", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.GPIA", "name": "Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.HIGHSES", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.LANGTEST", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, spoke the language of the test at home, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.LOWSES", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.LPIA", "name": "Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.LTPIA", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, adjusted speaks language of the test parity index (LTPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.M", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.NATIVE", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.NONLANGTEST", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.NONNATIVE", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.NPIA", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.RURAL", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.URBAN", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, urban areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MATH.PRIMARY.WPIA", "name": "Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MENF.56", "name": "Net flow of internationally mobile students (inbound - outbound), both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of tertiary students from abroad (inbound students) studying in a given country minus the number of students at the same level from a given country studying abroad (outbound students).", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MENFR.56", "name": "Net flow ratio of internationally mobile students (inbound - outbound), both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of tertiary students from abroad (inbound students) studying in a given country minus the number of students at the same level of education from that country studying abroad (outbound students), expressed as a percentage of total tertiary enrolment in that country.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MS.56.F", "name": "Total inbound internationally mobile students, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.MS.56.M", "name": "Total inbound internationally mobile students, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MS.56.T", "name": "Total inbound internationally mobile students, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.MSEP.56", "name": "Inbound mobility rate, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students from abroad studying in a given country, as a percentage of the total tertiary enrollment in that country.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.MSEP.56.F", "name": "Inbound mobility rate, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female students from abroad studying in a given country, as a percentage of the total female tertiary enrollment in that country.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.MSEP.56.M", "name": "Inbound mobility rate, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male students from abroad studying in a given country, as a percentage of the total male tertiary enrollment in that country.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.N.ATTACKS", "name": "Number of attacks on students, personnel and institutions", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of violent attacks, threats or deliberate use of force in a given time period (e.g. the last 12 months, a school year or a calendar year) directed against students, teachers and other personnel or against education buildings, materials and facilities, including transport. The indicator focuses on attacks carried out for political, military, ideological, sectarian, ethnic or religious reasons by armed forces or nonstate armed groups. The indicator is a broad measure of the safety of learning environments, particularly in relation to armed conflict and political violence. Available data for global tracking are presently collected from reporting by a wide variety of stakeholders, including national and international NGOs working at the country-level and national and international media reports. Attacks on education include the following sub-categories: \u2022 Attacks on schools: targeted violent attacks on preschool, kindergarten, primary, and secondary school buildings or infrastructure by state military forces or non-state armed groups in the form of arson; suicide, car, or other bombs aimed at a school; or artillery fire directed at a school. In addition, this category includes indiscriminate attacks that result in the damage or destruction of school infrastructure as well as explosions that occur in close proximity to a school. \u2022 Attacks on students, teachers, and other education personnel: killings, injuries, torture, abductions, forced disappearances, or threats of violence, including coercion or extortion involving violent threats directed towards students and education staff who work at the primary and secondary levels. Since it is sometimes difficult to identify why a teacher or school staff member is killed if the assassination occurs outside of school, this category also includes such attacks in cases where there is an established pattern of that kind of violence. The category of attacks on students, teachers, and other education personnel also includes cases where police or state security forces violently repress student protests that either occur at school, or, if they occur off-campus, focus on education-related policies and laws. \u2022 Military use of schools and universities: cases in which armed forces or non-state armed groups take over schools or universities as bases, barracks and temporary shelters to house soldiers or fighters, fighting positions, weapons storage facilities, detention and interrogation centres, or for other military purposes. \u2022 Recruitment of children at schools or along school routes: cases in which armed forces or nonstate armed groups use schools or school routes as locales for recruiting children under the age of 18 into their fighting forces in violation of international standards. \u2022 Sexual violence by parties to the conflict: incidents of sexual abuse and harassment perpetrated at schools or universities or along school routes. \u2022 Attacks on higher education: include targeted violent attacks on universities in the form of bombings, airstrikes, arson, or other means, as well as targeted killings, abductions, or threats directed at university students, faculty, or staff. The category includes cases of violent repression of student protests that either occur at institutions of higher education, or, if they occur off-campus, focus on education-related policies and laws. This indicator is based on data compiled by the Global Coalition to Protect Education from Attack (GCPEA) for its report Education under Attack. Information from three types of data sources: reports released by UN agencies, development and humanitarian NGOs, human rights organizations, government bodies, and think tanks; media reports; and information shared with GCPEA by staff members of international and national organizations working in the countries profiled in this study. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1", "name": "Adjusted net attendance rate, one year before the official primary entry age, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.F.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.F.WPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.M.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.M.WPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q1", "name": "Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q1.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q1.F.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q1.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q1.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q1.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q1.M.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q2", "name": "Adjusted net attendance rate, one year before the official primary entry age, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q2.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q2.F.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, second quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q2.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q2.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, second quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q2.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q2.M.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, second quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q3", "name": "Adjusted net attendance rate, one year before the official primary entry age, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q3.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q3.F.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, middle quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q3.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q3.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, middle quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q3.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q3.M.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, middle quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q4", "name": "Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q4.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q4.F.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q4.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.NARA.AGM1.Q4.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q4.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q4.M.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q5", "name": "Adjusted net attendance rate, one year before the official primary entry age, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q5.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q5.F.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, richest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q5.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q5.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, richest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q5.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.Q5.M.LPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, richest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.F.WPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.M.WPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q1", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q1.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q1.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q1.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q2", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q2.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q2.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q2.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q3", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q3.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q3.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q3.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q4", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q4.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q4.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q4.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q5", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q5.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q5.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.Q5.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.RUR.WPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, rural, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.F.WPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.M.WPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q1", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q1.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q1.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q1.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q2", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q2.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q2.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q2.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q3", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q3.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q3.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q3.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q4", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q4.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q4.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q4.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q5", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q5.F", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q5.GPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.Q5.M", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.URB.WPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, urban, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NARA.AGM1.WPIA", "name": "Adjusted net attendance rate, one year before the official primary entry age, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1", "name": "Total net attendance rate, primary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.F", "name": "Total net attendance rate, primary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.F.LPIA", "name": "Total net attendance rate, primary, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.F.WPIA", "name": "Total net attendance rate, primary, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.GPIA", "name": "Total net attendance rate, primary, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.LPIA", "name": "Total net attendance rate, primary, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.M", "name": "Total net attendance rate, primary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.M.LPIA", "name": "Total net attendance rate, primary, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.M.WPIA", "name": "Total net attendance rate, primary, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q1", "name": "Total net attendance rate, primary, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q1.F", "name": "Total net attendance rate, primary, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q1.F.LPIA", "name": "Total net attendance rate, primary, poorest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q1.GPIA", "name": "Total net attendance rate, primary, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q1.LPIA", "name": "Total net attendance rate, primary, poorest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q1.M", "name": "Total net attendance rate, primary, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q1.M.LPIA", "name": "Total net attendance rate, primary, poorest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q2", "name": "Total net attendance rate, primary, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q2.F", "name": "Total net attendance rate, primary, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q2.F.LPIA", "name": "Total net attendance rate, primary, second quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q2.GPIA", "name": "Total net attendance rate, primary, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q2.LPIA", "name": "Total net attendance rate, primary, second quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q2.M", "name": "Total net attendance rate, primary, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q2.M.LPIA", "name": "Total net attendance rate, primary, second quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q3", "name": "Total net attendance rate, primary, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q3.F", "name": "Total net attendance rate, primary, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q3.F.LPIA", "name": "Total net attendance rate, primary, middle quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q3.GPIA", "name": "Total net attendance rate, primary, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q3.LPIA", "name": "Total net attendance rate, primary, middle quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q3.M", "name": "Total net attendance rate, primary, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q3.M.LPIA", "name": "Total net attendance rate, primary, middle quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q4", "name": "Total net attendance rate, primary, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q4.F", "name": "Total net attendance rate, primary, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q4.F.LPIA", "name": "Total net attendance rate, primary, fourth quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q4.GPIA", "name": "Total net attendance rate, primary, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q4.LPIA", "name": "Total net attendance rate, primary, fourth quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.NART.1.Q4.M", "name": "Total net attendance rate, primary, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q4.M.LPIA", "name": "Total net attendance rate, primary, fourth quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q5", "name": "Total net attendance rate, primary, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q5.F", "name": "Total net attendance rate, primary, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q5.F.LPIA", "name": "Total net attendance rate, primary, richest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q5.GPIA", "name": "Total net attendance rate, primary, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q5.LPIA", "name": "Total net attendance rate, primary, richest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q5.M", "name": "Total net attendance rate, primary, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.Q5.M.LPIA", "name": "Total net attendance rate, primary, richest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR", "name": "Total net attendance rate, primary, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.F", "name": "Total net attendance rate, primary, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.F.WPIA", "name": "Total net attendance rate, primary, rural, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.GPIA", "name": "Total net attendance rate, primary, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.M", "name": "Total net attendance rate, primary, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.M.WPIA", "name": "Total net attendance rate, primary, rural, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q1", "name": "Total net attendance rate, primary, rural, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q1.F", "name": "Total net attendance rate, primary, rural, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q1.GPIA", "name": "Total net attendance rate, primary, rural, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q1.M", "name": "Total net attendance rate, primary, rural, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q2", "name": "Total net attendance rate, primary, rural, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q2.F", "name": "Total net attendance rate, primary, rural, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q2.GPIA", "name": "Total net attendance rate, primary, rural, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q2.M", "name": "Total net attendance rate, primary, rural, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q3", "name": "Total net attendance rate, primary, rural, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q3.F", "name": "Total net attendance rate, primary, rural, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q3.GPIA", "name": "Total net attendance rate, primary, rural, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q3.M", "name": "Total net attendance rate, primary, rural, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q4", "name": "Total net attendance rate, primary, rural, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q4.F", "name": "Total net attendance rate, primary, rural, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q4.GPIA", "name": "Total net attendance rate, primary, rural, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q4.M", "name": "Total net attendance rate, primary, rural, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q5", "name": "Total net attendance rate, primary, rural, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q5.F", "name": "Total net attendance rate, primary, rural, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q5.GPIA", "name": "Total net attendance rate, primary, rural, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.Q5.M", "name": "Total net attendance rate, primary, rural, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.RUR.WPIA", "name": "Total net attendance rate, primary, rural, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB", "name": "Total net attendance rate, primary, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.F", "name": "Total net attendance rate, primary, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.F.WPIA", "name": "Total net attendance rate, primary, urban, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.GPIA", "name": "Total net attendance rate, primary, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.M", "name": "Total net attendance rate, primary, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.M.WPIA", "name": "Total net attendance rate, primary, urban, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q1", "name": "Total net attendance rate, primary, urban, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q1.F", "name": "Total net attendance rate, primary, urban, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q1.GPIA", "name": "Total net attendance rate, primary, urban, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q1.M", "name": "Total net attendance rate, primary, urban, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q2", "name": "Total net attendance rate, primary, urban, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q2.F", "name": "Total net attendance rate, primary, urban, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q2.GPIA", "name": "Total net attendance rate, primary, urban, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q2.M", "name": "Total net attendance rate, primary, urban, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q3", "name": "Total net attendance rate, primary, urban, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q3.F", "name": "Total net attendance rate, primary, urban, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q3.GPIA", "name": "Total net attendance rate, primary, urban, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q3.M", "name": "Total net attendance rate, primary, urban, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q4", "name": "Total net attendance rate, primary, urban, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q4.F", "name": "Total net attendance rate, primary, urban, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q4.GPIA", "name": "Total net attendance rate, primary, urban, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q4.M", "name": "Total net attendance rate, primary, urban, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q5", "name": "Total net attendance rate, primary, urban, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q5.F", "name": "Total net attendance rate, primary, urban, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q5.GPIA", "name": "Total net attendance rate, primary, urban, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.Q5.M", "name": "Total net attendance rate, primary, urban, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.URB.WPIA", "name": "Total net attendance rate, primary, urban, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.1.WPIA", "name": "Total net attendance rate, primary, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2", "name": "Total net attendance rate, lower secondary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.F", "name": "Total net attendance rate, lower secondary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.F.LPIA", "name": "Total net attendance rate, lower secondary, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.F.WPIA", "name": "Total net attendance rate, lower secondary, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.GPIA", "name": "Total net attendance rate, lower secondary, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.LPIA", "name": "Total net attendance rate, lower secondary, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.M", "name": "Total net attendance rate, lower secondary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.M.LPIA", "name": "Total net attendance rate, lower secondary, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.M.WPIA", "name": "Total net attendance rate, lower secondary, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q1", "name": "Total net attendance rate, lower secondary, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q1.F", "name": "Total net attendance rate, lower secondary, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q1.F.LPIA", "name": "Total net attendance rate, lower secondary, poorest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q1.GPIA", "name": "Total net attendance rate, lower secondary, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q1.LPIA", "name": "Total net attendance rate, lower secondary, poorest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q1.M", "name": "Total net attendance rate, lower secondary, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q1.M.LPIA", "name": "Total net attendance rate, lower secondary, poorest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q2", "name": "Total net attendance rate, lower secondary, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q2.F", "name": "Total net attendance rate, lower secondary, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q2.F.LPIA", "name": "Total net attendance rate, lower secondary, second quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q2.GPIA", "name": "Total net attendance rate, lower secondary, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q2.LPIA", "name": "Total net attendance rate, lower secondary, second quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q2.M", "name": "Total net attendance rate, lower secondary, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q2.M.LPIA", "name": "Total net attendance rate, lower secondary, second quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q3", "name": "Total net attendance rate, lower secondary, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q3.F", "name": "Total net attendance rate, lower secondary, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q3.F.LPIA", "name": "Total net attendance rate, lower secondary, middle quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q3.GPIA", "name": "Total net attendance rate, lower secondary, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q3.LPIA", "name": "Total net attendance rate, lower secondary, middle quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q3.M", "name": "Total net attendance rate, lower secondary, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q3.M.LPIA", "name": "Total net attendance rate, lower secondary, middle quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q4", "name": "Total net attendance rate, lower secondary, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q4.F", "name": "Total net attendance rate, lower secondary, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q4.F.LPIA", "name": "Total net attendance rate, lower secondary, fourth quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q4.GPIA", "name": "Total net attendance rate, lower secondary, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q4.LPIA", "name": "Total net attendance rate, lower secondary, fourth quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q4.M", "name": "Total net attendance rate, lower secondary, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.NART.2.Q4.M.LPIA", "name": "Total net attendance rate, lower secondary, fourth quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q5", "name": "Total net attendance rate, lower secondary, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q5.F", "name": "Total net attendance rate, lower secondary, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q5.F.LPIA", "name": "Total net attendance rate, lower secondary, richest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q5.GPIA", "name": "Total net attendance rate, lower secondary, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q5.LPIA", "name": "Total net attendance rate, lower secondary, richest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q5.M", "name": "Total net attendance rate, lower secondary, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.Q5.M.LPIA", "name": "Total net attendance rate, lower secondary, richest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR", "name": "Total net attendance rate, lower secondary, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.F", "name": "Total net attendance rate, lower secondary, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.F.WPIA", "name": "Total net attendance rate, lower secondary, rural, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.GPIA", "name": "Total net attendance rate, lower secondary, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.M", "name": "Total net attendance rate, lower secondary, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.M.WPIA", "name": "Total net attendance rate, lower secondary, rural, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q1", "name": "Total net attendance rate, lower secondary, rural, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q1.F", "name": "Total net attendance rate, lower secondary, rural, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q1.GPIA", "name": "Total net attendance rate, lower secondary, rural, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q1.M", "name": "Total net attendance rate, lower secondary, rural, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q2", "name": "Total net attendance rate, lower secondary, rural, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q2.F", "name": "Total net attendance rate, lower secondary, rural, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q2.GPIA", "name": "Total net attendance rate, lower secondary, rural, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q2.M", "name": "Total net attendance rate, lower secondary, rural, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q3", "name": "Total net attendance rate, lower secondary, rural, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q3.F", "name": "Total net attendance rate, lower secondary, rural, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q3.GPIA", "name": "Total net attendance rate, lower secondary, rural, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q3.M", "name": "Total net attendance rate, lower secondary, rural, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q4", "name": "Total net attendance rate, lower secondary, rural, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q4.F", "name": "Total net attendance rate, lower secondary, rural, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q4.GPIA", "name": "Total net attendance rate, lower secondary, rural, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q4.M", "name": "Total net attendance rate, lower secondary, rural, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q5", "name": "Total net attendance rate, lower secondary, rural, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q5.F", "name": "Total net attendance rate, lower secondary, rural, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q5.GPIA", "name": "Total net attendance rate, lower secondary, rural, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.Q5.M", "name": "Total net attendance rate, lower secondary, rural, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.RUR.WPIA", "name": "Total net attendance rate, lower secondary, rural, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB", "name": "Total net attendance rate, lower secondary, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.F", "name": "Total net attendance rate, lower secondary, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.F.WPIA", "name": "Total net attendance rate, lower secondary, urban, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.GPIA", "name": "Total net attendance rate, lower secondary, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.M", "name": "Total net attendance rate, lower secondary, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. \u201cnet attendance rate\u201d or \u201cadjusted net attendance rate\u201d. The comparable indicator for administrative data is \"Total net enrolment rate, lower secondary\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.M.WPIA", "name": "Total net attendance rate, lower secondary, urban, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q1", "name": "Total net attendance rate, lower secondary, urban, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q1.F", "name": "Total net attendance rate, lower secondary, urban, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q1.GPIA", "name": "Total net attendance rate, lower secondary, urban, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q1.M", "name": "Total net attendance rate, lower secondary, urban, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q2", "name": "Total net attendance rate, lower secondary, urban, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q2.F", "name": "Total net attendance rate, lower secondary, urban, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q2.GPIA", "name": "Total net attendance rate, lower secondary, urban, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q2.M", "name": "Total net attendance rate, lower secondary, urban, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q3", "name": "Total net attendance rate, lower secondary, urban, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q3.F", "name": "Total net attendance rate, lower secondary, urban, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q3.GPIA", "name": "Total net attendance rate, lower secondary, urban, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q3.M", "name": "Total net attendance rate, lower secondary, urban, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q4", "name": "Total net attendance rate, lower secondary, urban, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q4.F", "name": "Total net attendance rate, lower secondary, urban, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q4.GPIA", "name": "Total net attendance rate, lower secondary, urban, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q4.M", "name": "Total net attendance rate, lower secondary, urban, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q5", "name": "Total net attendance rate, lower secondary, urban, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q5.F", "name": "Total net attendance rate, lower secondary, urban, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q5.GPIA", "name": "Total net attendance rate, lower secondary, urban, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.Q5.M", "name": "Total net attendance rate, lower secondary, urban, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.URB.WPIA", "name": "Total net attendance rate, lower secondary, urban, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.2.WPIA", "name": "Total net attendance rate, lower secondary, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3", "name": "Total net attendance rate, upper secondary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.F", "name": "Total net attendance rate, upper secondary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.F.LPIA", "name": "Total net attendance rate, upper secondary, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.F.WPIA", "name": "Total net attendance rate, upper secondary, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.GPIA", "name": "Total net attendance rate, upper secondary, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.LPIA", "name": "Total net attendance rate, upper secondary, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.M", "name": "Total net attendance rate, upper secondary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.M.LPIA", "name": "Total net attendance rate, upper secondary, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.M.WPIA", "name": "Total net attendance rate, upper secondary, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q1", "name": "Total net attendance rate, upper secondary, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q1.F", "name": "Total net attendance rate, upper secondary, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q1.F.LPIA", "name": "Total net attendance rate, upper secondary, poorest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q1.GPIA", "name": "Total net attendance rate, upper secondary, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q1.LPIA", "name": "Total net attendance rate, upper secondary, poorest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q1.M", "name": "Total net attendance rate, upper secondary, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q1.M.LPIA", "name": "Total net attendance rate, upper secondary, poorest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q2", "name": "Total net attendance rate, upper secondary, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q2.F", "name": "Total net attendance rate, upper secondary, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q2.F.LPIA", "name": "Total net attendance rate, upper secondary, second quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q2.GPIA", "name": "Total net attendance rate, upper secondary, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q2.LPIA", "name": "Total net attendance rate, upper secondary, second quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q2.M", "name": "Total net attendance rate, upper secondary, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q2.M.LPIA", "name": "Total net attendance rate, upper secondary, second quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q3", "name": "Total net attendance rate, upper secondary, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q3.F", "name": "Total net attendance rate, upper secondary, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q3.F.LPIA", "name": "Total net attendance rate, upper secondary, middle quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q3.GPIA", "name": "Total net attendance rate, upper secondary, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q3.LPIA", "name": "Total net attendance rate, upper secondary, middle quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q3.M", "name": "Total net attendance rate, upper secondary, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q3.M.LPIA", "name": "Total net attendance rate, upper secondary, middle quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q4", "name": "Total net attendance rate, upper secondary, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q4.F", "name": "Total net attendance rate, upper secondary, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q4.F.LPIA", "name": "Total net attendance rate, upper secondary, fourth quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q4.GPIA", "name": "Total net attendance rate, upper secondary, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q4.LPIA", "name": "Total net attendance rate, upper secondary, fourth quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q4.M", "name": "Total net attendance rate, upper secondary, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q4.M.LPIA", "name": "Total net attendance rate, upper secondary, fourth quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.NART.3.Q5", "name": "Total net attendance rate, upper secondary, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q5.F", "name": "Total net attendance rate, upper secondary, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q5.F.LPIA", "name": "Total net attendance rate, upper secondary, richest quintile, female, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q5.GPIA", "name": "Total net attendance rate, upper secondary, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q5.LPIA", "name": "Total net attendance rate, upper secondary, richest quintile, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q5.M", "name": "Total net attendance rate, upper secondary, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.Q5.M.LPIA", "name": "Total net attendance rate, upper secondary, richest quintile, male, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR", "name": "Total net attendance rate, upper secondary, rural, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.F", "name": "Total net attendance rate, upper secondary, rural, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.F.WPIA", "name": "Total net attendance rate, upper secondary, rural, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.GPIA", "name": "Total net attendance rate, upper secondary, rural, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.M", "name": "Total net attendance rate, upper secondary, rural, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.M.WPIA", "name": "Total net attendance rate, upper secondary, rural, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q1", "name": "Total net attendance rate, upper secondary, rural, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q1.F", "name": "Total net attendance rate, upper secondary, rural, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q1.GPIA", "name": "Total net attendance rate, upper secondary, rural, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q1.M", "name": "Total net attendance rate, upper secondary, rural, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q2", "name": "Total net attendance rate, upper secondary, rural, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q2.F", "name": "Total net attendance rate, upper secondary, rural, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q2.GPIA", "name": "Total net attendance rate, upper secondary, rural, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q2.M", "name": "Total net attendance rate, upper secondary, rural, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q3", "name": "Total net attendance rate, upper secondary, rural, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q3.F", "name": "Total net attendance rate, upper secondary, rural, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q3.GPIA", "name": "Total net attendance rate, upper secondary, rural, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q3.M", "name": "Total net attendance rate, upper secondary, rural, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q4", "name": "Total net attendance rate, upper secondary, rural, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q4.F", "name": "Total net attendance rate, upper secondary, rural, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q4.GPIA", "name": "Total net attendance rate, upper secondary, rural, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q4.M", "name": "Total net attendance rate, upper secondary, rural, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q5", "name": "Total net attendance rate, upper secondary, rural, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q5.F", "name": "Total net attendance rate, upper secondary, rural, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q5.GPIA", "name": "Total net attendance rate, upper secondary, rural, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.Q5.M", "name": "Total net attendance rate, upper secondary, rural, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.RUR.WPIA", "name": "Total net attendance rate, upper secondary, rural, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB", "name": "Total net attendance rate, upper secondary, urban, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.F", "name": "Total net attendance rate, upper secondary, urban, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.F.WPIA", "name": "Total net attendance rate, upper secondary, urban, female, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.GPIA", "name": "Total net attendance rate, upper secondary, urban, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.M", "name": "Total net attendance rate, upper secondary, urban, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.M.WPIA", "name": "Total net attendance rate, upper secondary, urban, male, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q1", "name": "Total net attendance rate, upper secondary, urban, poorest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q1.F", "name": "Total net attendance rate, upper secondary, urban, poorest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q1.GPIA", "name": "Total net attendance rate, upper secondary, urban, poorest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q1.M", "name": "Total net attendance rate, upper secondary, urban, poorest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q2", "name": "Total net attendance rate, upper secondary, urban, second quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q2.F", "name": "Total net attendance rate, upper secondary, urban, second quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q2.GPIA", "name": "Total net attendance rate, upper secondary, urban, second quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q2.M", "name": "Total net attendance rate, upper secondary, urban, second quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q3", "name": "Total net attendance rate, upper secondary, urban, middle quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q3.F", "name": "Total net attendance rate, upper secondary, urban, middle quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q3.GPIA", "name": "Total net attendance rate, upper secondary, urban, middle quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q3.M", "name": "Total net attendance rate, upper secondary, urban, middle quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q4", "name": "Total net attendance rate, upper secondary, urban, fourth quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q4.F", "name": "Total net attendance rate, upper secondary, urban, fourth quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q4.GPIA", "name": "Total net attendance rate, upper secondary, urban, fourth quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q4.M", "name": "Total net attendance rate, upper secondary, urban, fourth quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q5", "name": "Total net attendance rate, upper secondary, urban, richest quintile, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q5.F", "name": "Total net attendance rate, upper secondary, urban, richest quintile, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q5.GPIA", "name": "Total net attendance rate, upper secondary, urban, richest quintile, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.Q5.M", "name": "Total net attendance rate, upper secondary, urban, richest quintile, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.URB.WPIA", "name": "Total net attendance rate, upper secondary, urban, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NART.3.WPIA", "name": "Total net attendance rate, upper secondary, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERA.AGM1", "name": "Adjusted net enrolment rate, one year before the official primary entry age, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of children of the age one year before the official entry age to primary education who participate in an organized learning programme expressed as a percentage of the total population of the same age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERA.AGM1.F", "name": "Adjusted net enrolment rate, one year before the official primary entry age, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of female children of the age one year before the official entry age to primary education who participate in an organized learning programme expressed as a percentage of the total population of the same age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERA.AGM1.GPIA.CP", "name": "Adjusted net enrolment rate, one year before the official primary entry age, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERA.AGM1.M", "name": "Adjusted net enrolment rate, one year before the official primary entry age, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The number of male children of the age one year before the official entry age to primary education who participate in an organized learning programme expressed as a percentage of the total population of the same age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.1", "name": "Total net enrolment rate, primary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for primary education who are enrolled in any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for primary education who are enrolled in any level of education by the population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for primary education is due to enrolment in pre-primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.1.F", "name": "Total net enrolment rate, primary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students of the official age group for primary education who are enrolled in any level of education, expressed as a percentage of the corresponding female population. Divide the total number of female students in the official school age range for primary education who are enrolled in any level of education by the female population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for primary education is due to enrolment in pre-primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.1.GPI", "name": "Total net enrolment rate, primary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Ratio of female total net enrolment rate for primary to the male total net enrolment rate for primary. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.NERT.1.M", "name": "Total net enrolment rate, primary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students of the official age group for primary education who are enrolled in any level of education, expressed as a percentage of the corresponding male population. Divide the total number of male students in the official school age range for primary education who are enrolled in any level of education by the male population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for primary education is due to enrolment in pre-primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.2", "name": "Total net enrolment rate, lower secondary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for lower secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are enrolled in any level of education by the population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for lower secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.2.F", "name": "Total net enrolment rate, lower secondary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students of the official age group for lower secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding female population. Divide the total number of female students in the official school age range for lower secondary education who are enrolled in any level of education by the female population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for lower secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.2.GPI", "name": "Total net enrolment rate, lower secondary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Ratio of female total net enrolment rate for lower secondary to the male total net enrolment rate for lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.2.M", "name": "Total net enrolment rate, lower secondary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students of the official age group for lower secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding male population. Divide the total number of male students in the official school age range for lower secondary education who are enrolled in any level of education by the male population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for lower secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.3", "name": "Total net enrolment rate, upper secondary, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students of the official age group for upper secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are enrolled in any level of education by the population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for upper secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.3.F", "name": "Total net enrolment rate, upper secondary, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female students of the official age group for upper secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding female population. Divide the total number of female students in the official school age range for upper secondary education who are enrolled in any level of education by the female population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for upper secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.3.GPI", "name": "Total net enrolment rate, upper secondary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Ratio of female total net enrolment rate for upper secondary to the male total net enrolment rate for upper secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.NERT.3.M", "name": "Total net enrolment rate, upper secondary, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male students of the official age group for upper secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding male population. Divide the total number of male students in the official school age range for upper secondary education who are enrolled in any level of education by the male population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for upper secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OAEPG.1", "name": "Percentage of pupils enrolled in primary education who are at least 2 years over-age for their current grade, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of pupils in primary education who are at least 2 years above the intended age for their grade. The intended age for a given grade is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. A low value of this indicator will show that the majority of students start school on time and progress with minimum levels of grade repetition. Late school entry and significant grade repetition exacerbate over-age progression and should be discouraged as both are associated with lower levels of student learning achievement. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OAEPG.1.F", "name": "Percentage of pupils enrolled in primary education who are at least 2 years over-age for their current grade, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of pupils in primary education who are at least 2 years above the intended age for their grade. The intended age for a given grade is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. A low value of this indicator will show that the majority of students start school on time and progress with minimum levels of grade repetition. Late school entry and significant grade repetition exacerbate over-age progression and should be discouraged as both are associated with lower levels of student learning achievement. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OAEPG.1.GPIA", "name": "Percentage of pupils enrolled in primary education who are at least 2 years over-age for their current grade, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OAEPG.1.M", "name": "Percentage of pupils enrolled in primary education who are at least 2 years over-age for their current grade, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of pupils in primary education who are at least 2 years above the intended age for their grade. The intended age for a given grade is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. A low value of this indicator will show that the majority of students start school on time and progress with minimum levels of grade repetition. Late school entry and significant grade repetition exacerbate over-age progression and should be discouraged as both are associated with lower levels of student learning achievement. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OAEPG.2.GPV", "name": "Percentage of pupils enrolled in lower secondary general education who are at least 2 years over-age for their current grade, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of pupils in each level of education (primary and lower secondary general education) who are at least 2 years above the intended age for their grade. The intended age for a given grade is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. The value is calculated as the sum of enrolments across all grades in the given level of education which are 2 or more years older than the intended age for the given grade is expressed as a percentage of the total enrolment in the given level of education. A low value of this indicator will show that the majority of students start school on time and progress with minimum levels of grade repetition. Late school entry and significant grade repetition exacerbate over-age progression and should be discouraged as both are associated with lower levels of student learning achievement. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OAEPG.2.GPV.F", "name": "Percentage of pupils enrolled in lower secondary general education who are at least 2 years over-age for their current grade, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of pupils in each level of education (primary and lower secondary general education) who are at least 2 years above the intended age for their grade. The intended age for a given grade is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. The value is calculated as the sum of enrolments across all grades in the given level of education which are 2 or more years older than the intended age for the given grade is expressed as a percentage of the total enrolment in the given level of education. A low value of this indicator will show that the majority of students start school on time and progress with minimum levels of grade repetition. Late school entry and significant grade repetition exacerbate over-age progression and should be discouraged as both are associated with lower levels of student learning achievement. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OAEPG.2.GPV.GPIA", "name": "Percentage of pupils enrolled in lower secondary general education who are at least 2 years over-age for their current grade, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OAEPG.2.GPV.M", "name": "Percentage of pupils enrolled in lower secondary general education who are at least 2 years over-age for their current grade, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of pupils in each level of education (primary and lower secondary general education) who are at least 2 years above the intended age for their grade. The intended age for a given grade is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. The value is calculated as the sum of enrolments across all grades in the given level of education which are 2 or more years older than the intended age for the given grade is expressed as a percentage of the total enrolment in the given level of education. A low value of this indicator will show that the majority of students start school on time and progress with minimum levels of grade repetition. Late school entry and significant grade repetition exacerbate over-age progression and should be discouraged as both are associated with lower levels of student learning achievement. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ODAFLOW.VOLUMESCHOLARSHIP", "name": "Volume of official development assistance flows for scholarships by sector and type of study, constant US$", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Gross disbursements of total official development assistance (ODA) for scholarships in donor countries expressed in US dollars at the average annual exchange rate. Scholarships are financial aid awards for individual students and contributions to trainees. The beneficiary students and trainees are nationals of developing countries. Financial aid awards include bilateral grants to students in institutions of higher education following full-time studies or training courses in the donor country. Administrative data from donor countries and other aid providers on gross disbursements of total official development assistance to education are compiled by the Development Assistance Committee (DAC) of the Organization for Economic Co-operation and Development from returns submitted by its member countries and other aid providers. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OE.56.40510", "name": "Total outbound internationally mobile tertiary students studying abroad, all countries, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Students who have crossed a national or territorial border for the purpose of education and are now enrolled outside their country of origin.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.OFST.1T2.CP", "name": "Out-of-school children and adolescents of primary and lower secondary school age, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children and adolescents of primary and lower 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.1T2.F.CP", "name": "Out-of-school children and adolescents of primary and lower secondary school age, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children and adolescents of primary and lower 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.1T2.M.CP", "name": "Out-of-school children and adolescents of primary and lower secondary school age, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children and adolescents of primary and lower 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.1T3.CP", "name": "Out-of-school children, adolescents and youth of primary and secondary school age, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children, adolescents, and youth of primary, 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.1T3.F.CP", "name": "Out-of-school children, adolescents and youth of primary and secondary school age, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children, adolescents, and youth of primary, 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.1T3.M.CP", "name": "Out-of-school children, adolescents and youth of primary and secondary school age, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children, adolescents, and youth of primary, 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.2", "name": "Out-of-school adolescents of lower secondary school age, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of lower secondary school age adolescents who are not enrolled in lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.OFST.2.F", "name": "Out-of-school adolescents of lower secondary school age, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female lower secondary school age adolescents who are not enrolled in lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.OFST.2.M", "name": "Out-of-school adolescents of lower secondary school age, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male lower secondary school age adolescents who are not enrolled in lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.OFST.2T3.CP", "name": "Out-of-school adolescents and youth of secondary school age, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of adolescents and youth of 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.2T3.F.CP", "name": "Out-of-school adolescents and youth of secondary school age, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of adolescents and youth of 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.2T3.M.CP", "name": "Out-of-school adolescents and youth of secondary school age, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of adolescents and youth of 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.OFST.3.CP", "name": "Out-of-school youth of upper secondary school age, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of upper secondary school age youth who are not enrolled in upper secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.3.F.CP", "name": "Out-of-school youth of upper secondary school age, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of upper secondary school age female youth who are not enrolled in upper secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.3.M.CP", "name": "Out-of-school youth of upper secondary school age, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of upper secondary school age male youth who are not enrolled in upper secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.AGM1.CP", "name": "Out-of-school children, one year younger than official primary entry age, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children one year before primary entry age who are not enrolled or attending pre-primary education during in a given academic year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.AGM1.F.CP", "name": "Out-of-school children, one year younger than official primary entry age, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children one year before primary entry age who are not enrolled or attending pre-primary education during in a given academic year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OFST.AGM1.M.CP", "name": "Out-of-school children, one year younger than official primary entry age, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children one year before primary entry age who are not enrolled or attending pre-primary education during in a given academic year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.OMR.56", "name": "Outbound mobility ratio, all regions, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of students from a given country studying abroad as a percentage of the total tertiary enrolment in that country.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.ONTRACK.THREE.DOMAINS", "name": "Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100. The higher the combined score represented by the indicator is, the higher the percentage of kids ready to start primary education. Data are based on UNICEF's Early Childhood Development Index (ECDI). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ONTRACK.THREE.DOMAINS.F", "name": "Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100. The higher the combined score represented by the indicator is, the higher the percentage of kids ready to start primary education. Data are based on UNICEF's Early Childhood Development Index (ECDI). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ONTRACK.THREE.DOMAINS.GPIA", "name": "Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ONTRACK.THREE.DOMAINS.M", "name": "Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100. The higher the combined score represented by the indicator is, the higher the percentage of kids ready to start primary education. Data are based on UNICEF's Early Childhood Development Index (ECDI). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PER.11T15.BULLIED", "name": "Percentage of students experiencing bullying in the last 12 months, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who, during a school year, were physically attacked, participated in a physical fight, experiencing bullying, corporal punishment, harassment, sexual discrimination or abuse. Bullying, includes verbal and relational abuse. This indicator intends to measure experiences related to bullying such as being called by an offensive nickname, being threatened to be hurt, or other students posting offensive pictures or texts about them. Bullying has been linked to reduce academic and health outcomes for victims and for perpetrators. The figure is calculated as the number of students in a given level of education reporting that they have experienced any of the different types of violence or abuse in the past year expressed as a percentage of all students at the same level of education. Data for this indicator may come from two different school based surveys coordinated by the World Health Organization (WHO): a) The Global School-based Student Health Survey (GSHS) developed by the World Health Organization (WHO) and the US Center for Disease Control and Prevention (CDC) in collaboration with UNICEF, UNESCO, and UNAIDS. The GSHS is conducted primarily among students aged 13-17 years and has a global coverage; b) The Health Behaviour in School-aged Children (HBSC) study is a WHO collaborative cross-national study of adolescents' health and well-being administered in schools every four years and using a questionnaire for 11-, 13- and 15-year-olds. In addition, data points could be reported using student background data from international student assessments. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PER.11T15.BULLIED.F", "name": "Percentage of students experiencing bullying in the last 12 months, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who, during a school year, were physically attacked, participated in a physical fight, experiencing bullying, corporal punishment, harassment, sexual discrimination or abuse. Bullying, includes verbal and relational abuse. This indicator intends to measure experiences related to bullying such as being called by an offensive nickname, being threatened to be hurt, or other students posting offensive pictures or texts about them. Bullying has been linked to reduce academic and health outcomes for victims and for perpetrators. The figure is calculated as the number of students in a given level of education reporting that they have experienced any of the different types of violence or abuse in the past year expressed as a percentage of all students at the same level of education. Data for this indicator may come from two different school based surveys coordinated by the World Health Organization (WHO): a) The Global School-based Student Health Survey (GSHS) developed by the World Health Organization (WHO) and the US Center for Disease Control and Prevention (CDC) in collaboration with UNICEF, UNESCO, and UNAIDS. The GSHS is conducted primarily among students aged 13-17 years and has a global coverage; b) The Health Behaviour in School-aged Children (HBSC) study is a WHO collaborative cross-national study of adolescents' health and well-being administered in schools every four years and using a questionnaire for 11-, 13- and 15-year-olds. In addition, data points could be reported using student background data from international student assessments. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PER.11T15.BULLIED.GPIA", "name": "Percentage of students experiencing bullying in the last 12 months, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PER.11T15.BULLIED.HIGHSES", "name": "Percentage of students experiencing bullying in the last 12 months, high socio-economic status, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who, during a school year, were physically attacked, participated in a physical fight, experiencing bullying, corporal punishment, harassment, sexual discrimination or abuse. Bullying, includes verbal and relational abuse. This indicator intends to measure experiences related to bullying such as being called by an offensive nickname, being threatened to be hurt, or other students posting offensive pictures or texts about them. Bullying has been linked to reduce academic and health outcomes for victims and for perpetrators. The figure is calculated as the number of students in a given level of education reporting that they have experienced any of the different types of violence or abuse in the past year expressed as a percentage of all students at the same level of education. Data for this indicator may come from two different school based surveys coordinated by the World Health Organization (WHO): a) The Global School-based Student Health Survey (GSHS) developed by the World Health Organization (WHO) and the US Center for Disease Control and Prevention (CDC) in collaboration with UNICEF, UNESCO, and UNAIDS. The GSHS is conducted primarily among students aged 13-17 years and has a global coverage; b) The Health Behaviour in School-aged Children (HBSC) study is a WHO collaborative cross-national study of adolescents' health and well-being administered in schools every four years and using a questionnaire for 11-, 13- and 15-year-olds. In addition, data points could be reported using student background data from international student assessments. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PER.11T15.BULLIED.LOWSES", "name": "Percentage of students experiencing bullying in the last 12 months, low socio-economic status, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who, during a school year, were physically attacked, participated in a physical fight, experiencing bullying, corporal punishment, harassment, sexual discrimination or abuse. Bullying, includes verbal and relational abuse. This indicator intends to measure experiences related to bullying such as being called by an offensive nickname, being threatened to be hurt, or other students posting offensive pictures or texts about them. Bullying has been linked to reduce academic and health outcomes for victims and for perpetrators. The figure is calculated as the number of students in a given level of education reporting that they have experienced any of the different types of violence or abuse in the past year expressed as a percentage of all students at the same level of education. Data for this indicator may come from two different school based surveys coordinated by the World Health Organization (WHO): a) The Global School-based Student Health Survey (GSHS) developed by the World Health Organization (WHO) and the US Center for Disease Control and Prevention (CDC) in collaboration with UNICEF, UNESCO, and UNAIDS. The GSHS is conducted primarily among students aged 13-17 years and has a global coverage; b) The Health Behaviour in School-aged Children (HBSC) study is a WHO collaborative cross-national study of adolescents' health and well-being administered in schools every four years and using a questionnaire for 11-, 13- and 15-year-olds. In addition, data points could be reported using student background data from international student assessments. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PER.11T15.BULLIED.M", "name": "Percentage of students experiencing bullying in the last 12 months, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who, during a school year, were physically attacked, participated in a physical fight, experiencing bullying, corporal punishment, harassment, sexual discrimination or abuse. Bullying, includes verbal and relational abuse. This indicator intends to measure experiences related to bullying such as being called by an offensive nickname, being threatened to be hurt, or other students posting offensive pictures or texts about them. Bullying has been linked to reduce academic and health outcomes for victims and for perpetrators. The figure is calculated as the number of students in a given level of education reporting that they have experienced any of the different types of violence or abuse in the past year expressed as a percentage of all students at the same level of education. Data for this indicator may come from two different school based surveys coordinated by the World Health Organization (WHO): a) The Global School-based Student Health Survey (GSHS) developed by the World Health Organization (WHO) and the US Center for Disease Control and Prevention (CDC) in collaboration with UNICEF, UNESCO, and UNAIDS. The GSHS is conducted primarily among students aged 13-17 years and has a global coverage; b) The Health Behaviour in School-aged Children (HBSC) study is a WHO collaborative cross-national study of adolescents' health and well-being administered in schools every four years and using a questionnaire for 11-, 13- and 15-year-olds. In addition, data points could be reported using student background data from international student assessments. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PER.11T15.BULLIED.NATIVE", "name": "Percentage of students experiencing bullying in the last 12 months, non-immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who, during a school year, were physically attacked, participated in a physical fight, experiencing bullying, corporal punishment, harassment, sexual discrimination or abuse. Bullying, includes verbal and relational abuse. This indicator intends to measure experiences related to bullying such as being called by an offensive nickname, being threatened to be hurt, or other students posting offensive pictures or texts about them. Bullying has been linked to reduce academic and health outcomes for victims and for perpetrators. The figure is calculated as the number of students in a given level of education reporting that they have experienced any of the different types of violence or abuse in the past year expressed as a percentage of all students at the same level of education. Data for this indicator may come from two different school based surveys coordinated by the World Health Organization (WHO): a) The Global School-based Student Health Survey (GSHS) developed by the World Health Organization (WHO) and the US Center for Disease Control and Prevention (CDC) in collaboration with UNICEF, UNESCO, and UNAIDS. The GSHS is conducted primarily among students aged 13-17 years and has a global coverage; b) The Health Behaviour in School-aged Children (HBSC) study is a WHO collaborative cross-national study of adolescents' health and well-being administered in schools every four years and using a questionnaire for 11-, 13- and 15-year-olds. In addition, data points could be reported using student background data from international student assessments. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PER.11T15.BULLIED.NON", "name": "Percentage of students experiencing bullying in the last 12 months, immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of students who, during a school year, were physically attacked, participated in a physical fight, experiencing bullying, corporal punishment, harassment, sexual discrimination or abuse. Bullying, includes verbal and relational abuse. This indicator intends to measure experiences related to bullying such as being called by an offensive nickname, being threatened to be hurt, or other students posting offensive pictures or texts about them. Bullying has been linked to reduce academic and health outcomes for victims and for perpetrators. The figure is calculated as the number of students in a given level of education reporting that they have experienced any of the different types of violence or abuse in the past year expressed as a percentage of all students at the same level of education. Data for this indicator may come from two different school based surveys coordinated by the World Health Organization (WHO): a) The Global School-based Student Health Survey (GSHS) developed by the World Health Organization (WHO) and the US Center for Disease Control and Prevention (CDC) in collaboration with UNICEF, UNESCO, and UNAIDS. The GSHS is conducted primarily among students aged 13-17 years and has a global coverage; b) The Health Behaviour in School-aged Children (HBSC) study is a WHO collaborative cross-national study of adolescents' health and well-being administered in schools every four years and using a questionnaire for 11-, 13- and 15-year-olds. In addition, data points could be reported using student background data from international student assessments. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PER.11T15.BULLIED.NPIA", "name": "Percentage of students experiencing bullying in the last 12 months, adjusted native parity index (NPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PER.11T15.BULLIED.WPIA", "name": "Percentage of students experiencing bullying in the last 12 months, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PLILLITP", "name": "Participants in literacy programmes as a % of the illiterate population, both sexes", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of youth (aged 15-24 years) and adults (aged 15 years and older) participating in literacy programmes expressed as a percentage of the illiterate population of the same age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PLILLITP.F", "name": "Participants in literacy programmes as a % of the illiterate population, female", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of youth (aged 15-24 years) and adults (aged 15 years and older) participating in literacy programmes expressed as a percentage of the illiterate population of the same age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PLILLITP.M", "name": "Participants in literacy programmes as a % of the illiterate population, male", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of youth (aged 15-24 years) and adults (aged 15 years and older) participating in literacy programmes expressed as a percentage of the illiterate population of the same age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.POSTIMUENV", "name": "Percentage of children under 5 years experiencing positive and stimulating home learning environments, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.POSTIMUENV.F", "name": "Percentage of children under 5 years experiencing positive and stimulating home learning environments, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.POSTIMUENV.GPIA", "name": "Percentage of children under 5 years experiencing positive and stimulating home learning environments, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.POSTIMUENV.LPIA", "name": "Percentage of children under 5 years experiencing positive and stimulating home learning environments, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.POSTIMUENV.M", "name": "Percentage of children under 5 years experiencing positive and stimulating home learning environments, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.POSTIMUENV.RUR", "name": "Percentage of children under 5 years experiencing positive and stimulating home learning environments, rural (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.POSTIMUENV.URB", "name": "Percentage of children under 5 years experiencing positive and stimulating home learning environments, urban (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.POSTIMUENV.WPIA", "name": "Percentage of children under 5 years experiencing positive and stimulating home learning environments, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.POSTIMUENV.WQ1", "name": "Percentage of children under 5 years experiencing positive and stimulating home learning environments, poorest quintile (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.POSTIMUENV.WQ5", "name": "Percentage of children under 5 years experiencing positive and stimulating home learning environments, richest quintile (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PRP.0", "name": "Percentage of enrolment in early childhood education programmes in private institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students in early childhood education programmes enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in early childhood education programmes. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PRP.01", "name": "Percentage of enrolment in early childhood educational development programmes in private institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students in early childhood educational development programmes enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in early childhood educational development programmes. 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PRP.2", "name": "Percentage of enrolment in lower secondary education in private institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students in lower secondary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in lower secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PRP.3", "name": "Percentage of enrolment in upper secondary education in private institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students in upper secondary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in upper secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PRP.4", "name": "Percentage of enrolment in post-secondary non-tertiary education in private institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of students in post-secondary non-tertiary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in post-secondary non-tertiary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PRYA.12MO", "name": "Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of youth and adults in a given age range (e.g. 15-24 years, 25-64 years, etc.) participating in formal or non-formal education or training in a given time period (e.g. last 12 months). Formal education and training is defined as education provided by the system of schools, colleges, universities and other formal educational institutions that normally constitutes a continuous \u2018ladder\u2019 of full-time education for children and young people, generally beginning at the age of 5 to 7 and continuing to up to 20 or 25 years old. In some countries, the upper parts of this \u2018ladder\u2019 are organized programmes of joint part-time employment and part-time participation in the regular school and university system. Non-formal education and training is defined as any organized and sustained learning activities that do not correspond exactly to the above definition of formal education. Non-formal education may therefore take place both within and outside educational institutions and cater to people of all ages. Depending on national contexts, it may cover educational programmes to impart adult literacy, life-skills, work-skills, and general culture. The source data are administrative data from schools and other places of education and training or household survey data on participants in formal and non-formal education and training by single year of age; population censuses and surveys for population estimates by single year of age (if using administrative data on enrolment). Formal and non-formal education and training can be offered in a variety of settings including schools and universities, workplace environments and others and can have a variety of durations. Administrative data often capture only provision in formal settings such as schools and universities. Participation rates do not capture the intensity or quality of the provision nor the outcomes of the education and training on offer. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PRYA.12MO.F", "name": "Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of youth and adults in a given age range (e.g. 15-24 years, 25-64 years, etc.) participating in formal or non-formal education or training in a given time period (e.g. last 12 months). Formal education and training is defined as education provided by the system of schools, colleges, universities and other formal educational institutions that normally constitutes a continuous \u2018ladder\u2019 of full-time education for children and young people, generally beginning at the age of 5 to 7 and continuing to up to 20 or 25 years old. In some countries, the upper parts of this \u2018ladder\u2019 are organized programmes of joint part-time employment and part-time participation in the regular school and university system. Non-formal education and training is defined as any organized and sustained learning activities that do not correspond exactly to the above definition of formal education. Non-formal education may therefore take place both within and outside educational institutions and cater to people of all ages. Depending on national contexts, it may cover educational programmes to impart adult literacy, life-skills, work-skills, and general culture. The source data are administrative data from schools and other places of education and training or household survey data on participants in formal and non-formal education and training by single year of age; population censuses and surveys for population estimates by single year of age (if using administrative data on enrolment). Formal and non-formal education and training can be offered in a variety of settings including schools and universities, workplace environments and others and can have a variety of durations. Administrative data often capture only provision in formal settings such as schools and universities. Participation rates do not capture the intensity or quality of the provision nor the outcomes of the education and training on offer. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PRYA.12MO.GPI", "name": "Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PRYA.12MO.M", "name": "Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of youth and adults in a given age range (e.g. 15-24 years, 25-64 years, etc.) participating in formal or non-formal education or training in a given time period (e.g. last 12 months). Formal education and training is defined as education provided by the system of schools, colleges, universities and other formal educational institutions that normally constitutes a continuous \u2018ladder\u2019 of full-time education for children and young people, generally beginning at the age of 5 to 7 and continuing to up to 20 or 25 years old. In some countries, the upper parts of this \u2018ladder\u2019 are organized programmes of joint part-time employment and part-time participation in the regular school and university system. Non-formal education and training is defined as any organized and sustained learning activities that do not correspond exactly to the above definition of formal education. Non-formal education may therefore take place both within and outside educational institutions and cater to people of all ages. Depending on national contexts, it may cover educational programmes to impart adult literacy, life-skills, work-skills, and general culture. The source data are administrative data from schools and other places of education and training or household survey data on participants in formal and non-formal education and training by single year of age; population censuses and surveys for population estimates by single year of age (if using administrative data on enrolment). Formal and non-formal education and training can be offered in a variety of settings including schools and universities, workplace environments and others and can have a variety of durations. Administrative data often capture only provision in formal settings such as schools and universities. Participation rates do not capture the intensity or quality of the provision nor the outcomes of the education and training on offer. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PTRHC.02.QUALIFIED", "name": "Pupil-qualified teacher ratio in pre-primary education (headcount basis)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of pupils per qualified teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PTRHC.02.TRAINED", "name": "Pupil-trained teacher ratio in pre-primary education (headcount basis)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of pupils per trained teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PTRHC.1.QUALIFIED", "name": "Pupil-qualified teacher ratio in primary education (headcount basis)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of pupils per qualified teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PTRHC.1.TRAINED", "name": "Pupil-trained teacher ratio in primary education (headcount basis)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of pupils per trained teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PTRHC.2.QUALIFIED", "name": "Pupil-qualified teacher ratio in lower secondary (headcount basis)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of pupils per qualified teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PTRHC.2.TRAINED", "name": "Pupil-trained teacher ratio in lower secondary education (headcount basis)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of pupils per trained teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PTRHC.2T3.QUALIFIED", "name": "Pupil-qualified teacher ratio in secondary (headcount basis)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of pupils per qualified teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PTRHC.2T3.TRAINED", "name": "Pupil-trained teacher ratio in secondary education (headcount basis)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of pupils per trained teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PTRHC.3.QUALIFIED", "name": "Pupil-qualified teacher ratio in upper secondary (headcount basis)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of pupils per qualified teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.PTRHC.3.TRAINED", "name": "Pupil-trained teacher ratio in upper secondary education (headcount basis)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Average number of pupils per trained teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to \u2018full-time equivalent\u2019 teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.02", "name": "Percentage of qualified teachers in pre-primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.02.F", "name": "Percentage of qualified teachers in pre-primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.02.GPIA", "name": "Percentage of qualified teachers in pre-primary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.02.M", "name": "Percentage of qualified teachers in pre-primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.1", "name": "Percentage of qualified teachers in primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.1.F", "name": "Percentage of qualified teachers in primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.1.GPIA", "name": "Percentage of qualified teachers in primary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.1.M", "name": "Percentage of qualified teachers in primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.2", "name": "Percentage of qualified teachers in lower secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.2.F", "name": "Percentage of qualified teachers in lower secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.2.GPIA", "name": "Percentage of qualified teachers in lower secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.2.M", "name": "Percentage of qualified teachers in lower secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.2T3", "name": "Percentage of qualified teachers in secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.2T3.F", "name": "Percentage of qualified teachers in secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.2T3.GPIA", "name": "Percentage of qualified teachers in secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.2T3.M", "name": "Percentage of qualified teachers in secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.3", "name": "Percentage of qualified teachers in upper secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.3.F", "name": "Percentage of qualified teachers in upper secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.3.GPIA", "name": "Percentage of qualified teachers in upper secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.QUTP.3.M", "name": "Percentage of qualified teachers in upper secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1", "name": "Repeaters in primary education, all grades, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.F", "name": "Repeaters in primary education, all grades, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female pupils enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G1", "name": "Repeaters in Grade 1 of primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G1.F", "name": "Repeaters in Grade 1 of primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G1.M", "name": "Repeaters in Grade 1 of primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1.G2", "name": "Repeaters in Grade 2 of primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G2.F", "name": "Repeaters in Grade 2 of primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G2.M", "name": "Repeaters in Grade 2 of primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1.G3", "name": "Repeaters in Grade 3 of primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G3.F", "name": "Repeaters in Grade 3 of primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G3.M", "name": "Repeaters in Grade 3 of primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1.G4", "name": "Repeaters in Grade 4 of primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G4.F", "name": "Repeaters in Grade 4 of primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G4.M", "name": "Repeaters in Grade 4 of primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1.G5", "name": "Repeaters in Grade 5 of primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G5.F", "name": "Repeaters in Grade 5 of primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G5.M", "name": "Repeaters in Grade 5 of primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1.G6", "name": "Repeaters in Grade 6 of primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G6.F", "name": "Repeaters in Grade 6 of primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G6.M", "name": "Repeaters in Grade 6 of primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1.G7", "name": "Repeaters in Grade 7 of primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G7.F", "name": "Repeaters in Grade 7 of primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.1.G7.M", "name": "Repeaters in Grade 7 of primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1.GUK", "name": "Repeaters in grade unknown of primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1.GUK.F", "name": "Repeaters in grade unknown of primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female pupils enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1.GUK.M", "name": "Repeaters in grade unknown of primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male pupils enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.1.M", "name": "Repeaters in primary education, all grades, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male pupils enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.R.2.GPV", "name": "Repeaters in lower secondary general education, all grades, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.F", "name": "Repeaters in lower secondary general education, all grades, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G1", "name": "Repeaters in Grade 1 of lower secondary general education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G1.F", "name": "Repeaters in Grade 1 of lower secondary general education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G1.M", "name": "Repeaters in Grade 1 of lower secondary general education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.2.GPV.G2", "name": "Repeaters in Grade 2 of lower secondary general education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G2.F", "name": "Repeaters in Grade 2 of lower secondary general education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G2.M", "name": "Repeaters in Grade 2 of lower secondary general education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.2.GPV.G3", "name": "Repeaters in Grade 3 of lower secondary general education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G3.F", "name": "Repeaters in Grade 3 of lower secondary general education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G3.M", "name": "Repeaters in Grade 3 of lower secondary general education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.2.GPV.G4", "name": "Repeaters in Grade 4 of lower secondary general education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G4.F", "name": "Repeaters in Grade 4 of lower secondary general education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G4.M", "name": "Repeaters in Grade 4 of lower secondary general education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.2.GPV.G5", "name": "Repeaters in Grade 5 of lower secondary general education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G5.F", "name": "Repeaters in Grade 5 of lower secondary general education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G5.M", "name": "Repeaters in Grade 5 of lower secondary general education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.2.GPV.G6", "name": "Repeaters in Grade 6 of lower secondary general education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G6.F", "name": "Repeaters in Grade 6 of lower secondary general education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.R.2.GPV.G6.M", "name": "Repeaters in Grade 6 of lower secondary general education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.2.GPV.GUK", "name": "Repeaters in grade unknown of lower secondary general education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.2.GPV.GUK.F", "name": "Repeaters in grade unknown of lower secondary general education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.2.GPV.GUK.M", "name": "Repeaters in grade unknown of lower secondary general education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.R.2.GPV.M", "name": "Repeaters in lower secondary general education, all grades, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male pupils in lower secondary education who are enrolled in the same grade for a second (or further) year.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.F", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.GPIA", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.HIGHSES", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, very affluent socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.LANGTEST", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, spoke the language of the test at home, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.LOWSES", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, very poor socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.LPIA", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.LTPIA", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, adjusted speaks language of the test parity index (LTPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.M", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.NATIVE", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, non-immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.NONLANGTEST", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, did not speak the language of the test at home, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.NONNATIVE", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.NPIA", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, adjusted native parity index (NPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.RURAL", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, rural areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.URBAN", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, urban areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of children in Grade 2 or 3 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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.G2T3.WPIA", "name": "Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.F", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.GPIA", "name": "Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in reading, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.HIGHSES", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, very affluent socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.LANGTEST", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, spoke the language of the test at home, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.LOWSES", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, very poor socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.LPIA", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.LTPIA", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, adjusted speaks language of the test parity index (LTPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.M", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.NATIVE", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, non-immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.NONLANGTEST", "name": "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 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.NONNATIVE", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.NPIA", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, adjusted native parity index (NPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.RURAL", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, rural areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.URBAN", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, urban areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.LOWERSEC.WPIA", "name": "Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.F", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.GPIA", "name": "Proportion of students at the end of primary achieving at least a minimum proficiency level in reading, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.HIGHSES", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, very affluent socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.LANGTEST", "name": "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 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.LOWSES", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, very poor socioeconomic background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.LPIA", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, adjusted location parity index (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.LTPIA", "name": "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)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.M", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.NATIVE", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, non-immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.NONLANGTEST", "name": "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 (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.NONNATIVE", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, immigrant background, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.NPIA", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, adjusted native parity index (NPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.RURAL", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, rural areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.URBAN", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, urban areas, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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 Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs 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\u2019s 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.READ.PRIMARY.WPIA", "name": "Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.1", "name": "Repetition rate in primary education (all grades), both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.1.F", "name": "Repetition rate in primary education (all grades), female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.1.G1", "name": "Repetition rate in Grade 1 of primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G1.F", "name": "Repetition rate in Grade 1 of primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G1.M", "name": "Repetition rate in Grade 1 of primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G2", "name": "Repetition rate in Grade 2 of primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G2.F", "name": "Repetition rate in Grade 2 of primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G2.M", "name": "Repetition rate in Grade 2 of primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G3", "name": "Repetition rate in Grade 3 of primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G3.F", "name": "Repetition rate in Grade 3 of primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G3.M", "name": "Repetition rate in Grade 3 of primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G4", "name": "Repetition rate in Grade 4 of primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G4.F", "name": "Repetition rate in Grade 4 of primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G4.M", "name": "Repetition rate in Grade 4 of primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G5", "name": "Repetition rate in Grade 5 of primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G5.F", "name": "Repetition rate in Grade 5 of primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G5.M", "name": "Repetition rate in Grade 5 of primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G6", "name": "Repetition rate in Grade 6 of primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G6.F", "name": "Repetition rate in Grade 6 of primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G6.M", "name": "Repetition rate in Grade 6 of primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G7", "name": "Repetition rate in Grade 7 of primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G7.F", "name": "Repetition rate in Grade 7 of primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.G7.M", "name": "Repetition rate in Grade 7 of primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.REPR.1.M", "name": "Repetition rate in primary education (all grades), male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV", "name": "Repetition rate in lower secondary general education (all grades), both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.F", "name": "Repetition rate in lower secondary general education (all grades), female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G1", "name": "Repetition rate in Grade 1 of lower secondary general education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G1.F", "name": "Repetition rate in Grade 1 of lower secondary general education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.REPR.2.GPV.G1.M", "name": "Repetition rate in Grade 1 of lower secondary general education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G2", "name": "Repetition rate in Grade 2 of lower secondary general education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G2.F", "name": "Repetition rate in Grade 2 of lower secondary general education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G2.M", "name": "Repetition rate in Grade 2 of lower secondary general education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G3", "name": "Repetition rate in Grade 3 of lower secondary general education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G3.F", "name": "Repetition rate in Grade 3 of lower secondary general education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G3.M", "name": "Repetition rate in Grade 3 of lower secondary general education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G4", "name": "Repetition rate in Grade 4 of lower secondary general education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G4.F", "name": "Repetition rate in Grade 4 of lower secondary general education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G4.M", "name": "Repetition rate in Grade 4 of lower secondary general education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G5", "name": "Repetition rate in Grade 5 of lower secondary general education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G5.F", "name": "Repetition rate in Grade 5 of lower secondary general education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.G5.M", "name": "Repetition rate in Grade 5 of lower secondary general education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.REPR.2.GPV.M", "name": "Repetition rate in lower secondary general education (all grades), male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.1", "name": "Out-of-school rate for children of primary school age, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.ROFST.1.F", "name": "Out-of-school rate for children of primary school age, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.ROFST.1.GPIA.CP", "name": "Out-of-school rate for children of primary school age, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.1.M", "name": "Out-of-school rate for children of primary school age, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.ROFST.1T2.CP", "name": "Out-of-school rate for children and adolescents of primary and lower secondary school age, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.1T2.F.CP", "name": "Out-of-school rate for children and adolescents of primary and lower secondary school age, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.1T2.GPIA.CP", "name": "Out-of-school rate for children and adolescents of primary and lower secondary school age, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.1T2.M.CP", "name": "Out-of-school rate for children and adolescents of primary and lower secondary school age, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.1T3.CP", "name": "Out-of-school rate for children, adolescents and youth of primary, lower secondary and upper secondary school age, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.1T3.F.CP", "name": "Out-of-school rate for children, adolescents and youth of primary, lower secondary and upper secondary school age, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.1T3.GPIA.CP", "name": "Out-of-school rate for children, adolescents and youth of primary, lower secondary and upper secondary school age, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.1T3.M.CP", "name": "Out-of-school rate for children, adolescents and youth of primary, lower secondary and upper secondary school age, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.2", "name": "Out-of-school rate for adolescents of lower secondary school age, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.ROFST.2.F", "name": "Out-of-school rate for adolescents of lower secondary school age, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.ROFST.2.GPIA.CP", "name": "Out-of-school rate for adolescents of lower secondary school age, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.2.M", "name": "Out-of-school rate for adolescents of lower secondary school age, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.ROFST.2T3.CP", "name": "Out-of-school rate for adolescents and youth of lower and upper secondary school age, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.2T3.F.CP", "name": "Out-of-school rate for adolescents and youth of lower and upper secondary school age, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.2T3.GPIA.CP", "name": "Out-of-school rate for adolescents and youth of lower and upper secondary school age, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.2T3.M.CP", "name": "Out-of-school rate for adolescents and youth of lower and upper secondary school age, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.3.CP", "name": "Out-of-school rate for youth of upper secondary school age, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.3.F.CP", "name": "Out-of-school rate for youth of upper secondary school age, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.3.GPIA.CP", "name": "Out-of-school rate for youth of upper secondary school age, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.3.M.CP", "name": "Out-of-school rate for youth of upper secondary school age, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.AGM1.CP", "name": "Out-of-school rate for children one year younger than official primary entrance age, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.AGM1.F.CP", "name": "Out-of-school rate for children one year younger than official primary entrance age, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.AGM1.GPIA.CP", "name": "Out-of-school rate for children one year younger than official age, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.AGM1.M.CP", "name": "Out-of-school rate for children one year younger than official primary entrance age, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1", "name": "Out-of-school rate for children of primary school age, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.F", "name": "Out-of-school rate for children of primary school age, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.F.LPIA", "name": "Out-of-school rate for children of primary school age, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.F.WPIA", "name": "Out-of-school rate for children of primary school age, female, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.GPIA", "name": "Out-of-school rate for children of primary school age, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.LPIA", "name": "Out-of-school rate for children of primary school age, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.M", "name": "Out-of-school rate for children of primary school age, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.M.LPIA", "name": "Out-of-school rate for children of primary school age, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.M.WPIA", "name": "Out-of-school rate for children of primary school age, male, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q1", "name": "Out-of-school rate for children of primary school age, poorest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q1.F", "name": "Out-of-school rate for children of primary school age, poorest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q1.F.LPIA", "name": "Out-of-school rate for children of primary school age, poorest quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q1.GPIA", "name": "Out-of-school rate for children of primary school age, poorest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q1.LPIA", "name": "Out-of-school rate for children of primary school age, poorest quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q1.M", "name": "Out-of-school rate for children of primary school age, poorest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q1.M.LPIA", "name": "Out-of-school rate for children of primary school age, poorest quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q2", "name": "Out-of-school rate for children of primary school age, second quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q2.F", "name": "Out-of-school rate for children of primary school age, second quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q2.F.LPIA", "name": "Out-of-school rate for children of primary school age, second quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q2.GPIA", "name": "Out-of-school rate for children of primary school age, second quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q2.LPIA", "name": "Out-of-school rate for children of primary school age, second quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q2.M", "name": "Out-of-school rate for children of primary school age, second quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q2.M.LPIA", "name": "Out-of-school rate for children of primary school age, second quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q3", "name": "Out-of-school rate for children of primary school age, middle quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q3.F", "name": "Out-of-school rate for children of primary school age, middle quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q3.F.LPIA", "name": "Out-of-school rate for children of primary school age, middle quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q3.GPIA", "name": "Out-of-school rate for children of primary school age, middle quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q3.LPIA", "name": "Out-of-school rate for children of primary school age, middle quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q3.M", "name": "Out-of-school rate for children of primary school age, middle quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q3.M.LPIA", "name": "Out-of-school rate for children of primary school age, middle quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q4", "name": "Out-of-school rate for children of primary school age, fourth quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q4.F", "name": "Out-of-school rate for children of primary school age, fourth quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q4.F.LPIA", "name": "Out-of-school rate for children of primary school age, fourth quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q4.GPIA", "name": "Out-of-school rate for children of primary school age, fourth quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q4.LPIA", "name": "Out-of-school rate for children of primary school age, fourth quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q4.M", "name": "Out-of-school rate for children of primary school age, fourth quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q4.M.LPIA", "name": "Out-of-school rate for children of primary school age, fourth quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q5", "name": "Out-of-school rate for children of primary school age, richest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q5.F", "name": "Out-of-school rate for children of primary school age, richest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q5.F.LPIA", "name": "Out-of-school rate for children of primary school age, richest quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q5.GPIA", "name": "Out-of-school rate for children of primary school age, richest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q5.LPIA", "name": "Out-of-school rate for children of primary school age, richest quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q5.M", "name": "Out-of-school rate for children of primary school age, richest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.Q5.M.LPIA", "name": "Out-of-school rate for children of primary school age, richest quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR", "name": "Out-of-school rate for children of primary school age, rural, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.F", "name": "Out-of-school rate for children of primary school age, rural, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.F.WPIA", "name": "Out-of-school rate for children of primary school age, rural, female, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.GPIA", "name": "Out-of-school rate for children of primary school age, rural, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.M", "name": "Out-of-school rate for children of primary school age, rural, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.M.WPIA", "name": "Out-of-school rate for children of primary school age, rural, male, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q1", "name": "Out-of-school rate for children of primary school age, rural, poorest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q1.F", "name": "Out-of-school rate for children of primary school age, rural, poorest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q1.GPIA", "name": "Out-of-school rate for children of primary school age, primary education, rural, poorest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q1.M", "name": "Out-of-school rate for children of primary school age, rural, poorest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q2", "name": "Out-of-school rate for children of primary school age, rural, second quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q2.F", "name": "Out-of-school rate for children of primary school age, rural, second quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q2.GPIA", "name": "Out-of-school rate for children of primary school age, primary education, rural, second quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q2.M", "name": "Out-of-school rate for children of primary school age, rural, second quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.ROFST.H.1.RUR.Q3", "name": "Out-of-school rate for children of primary school age, rural, middle quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q3.F", "name": "Out-of-school rate for children of primary school age, rural, middle quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q3.GPIA", "name": "Out-of-school rate for children of primary school age, primary education, rural, middle quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q3.M", "name": "Out-of-school rate for children of primary school age, rural, middle quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q4", "name": "Out-of-school rate for children of primary school age, rural, fourth quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q4.F", "name": "Out-of-school rate for children of primary school age, rural, fourth quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q4.GPIA", "name": "Out-of-school rate for children of primary school age, primary education, rural, fourth quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q4.M", "name": "Out-of-school rate for children of primary school age, rural, fourth quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q5", "name": "Out-of-school rate for children of primary school age, rural, richest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q5.F", "name": "Out-of-school rate for children of primary school age, rural, richest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q5.GPIA", "name": "Out-of-school rate for children of primary school age, primary education, rural, richest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.Q5.M", "name": "Out-of-school rate for children of primary school age, rural, richest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.RUR.WPIA", "name": "Out-of-school rate for children of primary school age, rural, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB", "name": "Out-of-school rate for children of primary school age, urban, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.F", "name": "Out-of-school rate for children of primary school age, urban, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.F.WPIA", "name": "Out-of-school rate for children of primary school age, urban, female, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.GPIA", "name": "Out-of-school rate for children of primary school age, urban, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.M", "name": "Out-of-school rate for children of primary school age, urban, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.M.WPIA", "name": "Out-of-school rate for children of primary school age, urban, male, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q1", "name": "Out-of-school rate for children of primary school age, urban, poorest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q1.F", "name": "Out-of-school rate for children of primary school age, urban, poorest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q1.GPIA", "name": "Out-of-school rate for children of primary school age, primary education, urban, poorest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q1.M", "name": "Out-of-school rate for children of primary school age, urban, poorest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q2", "name": "Out-of-school rate for children of primary school age, urban, second quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q2.F", "name": "Out-of-school rate for children of primary school age, urban, second quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q2.GPIA", "name": "Out-of-school rate for children of primary school age, primary education, urban, second quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q2.M", "name": "Out-of-school rate for children of primary school age, urban, second quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q3", "name": "Out-of-school rate for children of primary school age, urban, middle quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q3.F", "name": "Out-of-school rate for children of primary school age, urban, middle quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q3.GPIA", "name": "Out-of-school rate for children of primary school age, primary education, urban, middle quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q3.M", "name": "Out-of-school rate for children of primary school age, urban, middle quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q4", "name": "Out-of-school rate for children of primary school age, urban, fourth quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q4.F", "name": "Out-of-school rate for children of primary school age, urban, fourth quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q4.GPIA", "name": "Out-of-school rate for children of primary school age, primary education, urban, fourth quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q4.M", "name": "Out-of-school rate for children of primary school age, urban, fourth quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q5", "name": "Out-of-school rate for children of primary school age, urban, richest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q5.F", "name": "Out-of-school rate for children of primary school age, urban, richest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q5.GPIA", "name": "Out-of-school rate for children of primary school age, primary education, urban, richest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.Q5.M", "name": "Out-of-school rate for children of primary school age, urban, richest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.URB.WPIA", "name": "Out-of-school rate for children of primary school age, urban, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.1.WPIA", "name": "Out-of-school rate for children of primary school age, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2", "name": "Out-of-school rate for adolescents of lower secondary school age, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.F", "name": "Out-of-school rate for adolescents of lower secondary school age, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.F.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.F.WPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, female, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.M", "name": "Out-of-school rate for adolescents of lower secondary school age, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.M.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.M.WPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, male, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q1", "name": "Out-of-school rate for adolescents of lower secondary school age, poorest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q1.F", "name": "Out-of-school rate for adolescents of lower secondary school age, poorest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q1.F.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, poorest quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q1.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, poorest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q1.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, poorest quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q1.M", "name": "Out-of-school rate for adolescents of lower secondary school age, poorest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q1.M.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, poorest quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q2", "name": "Out-of-school rate for adolescents of lower secondary school age, second quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q2.F", "name": "Out-of-school rate for adolescents of lower secondary school age, second quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q2.F.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, second quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q2.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, second quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q2.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, second quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q2.M", "name": "Out-of-school rate for adolescents of lower secondary school age, second quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q2.M.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, second quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q3", "name": "Out-of-school rate for adolescents of lower secondary school age, middle quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q3.F", "name": "Out-of-school rate for adolescents of lower secondary school age, middle quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q3.F.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, middle quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q3.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, middle quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q3.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, middle quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q3.M", "name": "Out-of-school rate for adolescents of lower secondary school age, middle quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q3.M.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, middle quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q4", "name": "Out-of-school rate for adolescents of lower secondary school age, fourth quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q4.F", "name": "Out-of-school rate for adolescents of lower secondary school age, fourth quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q4.F.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, fourth quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q4.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, fourth quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q4.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, fourth quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q4.M", "name": "Out-of-school rate for adolescents of lower secondary school age, fourth quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q4.M.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, fourth quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q5", "name": "Out-of-school rate for adolescents of lower secondary school age, richest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q5.F", "name": "Out-of-school rate for adolescents of lower secondary school age, richest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q5.F.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, richest quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q5.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, richest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q5.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, richest quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q5.M", "name": "Out-of-school rate for adolescents of lower secondary school age, richest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.Q5.M.LPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, richest quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.F", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.F.WPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, female, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.M", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.M.WPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, male, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q1", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, poorest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q1.F", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, poorest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q1.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, poorest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q1.M", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, poorest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q2", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, second quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q2.F", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, second quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q2.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, second quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q2.M", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, second quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q3", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, middle quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.ROFST.H.2.RUR.Q3.F", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, middle quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q3.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, middle quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q3.M", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, middle quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q4", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, fourth quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q4.F", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, fourth quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q4.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, fourth quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q4.M", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, fourth quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q5", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, richest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q5.F", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, richest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q5.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, richest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.Q5.M", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, richest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.RUR.WPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, rural, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.F", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.F.WPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, female, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.M", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.M.WPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, male, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q1", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, poorest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q1.F", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, poorest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q1.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, poorest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q1.M", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, poorest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q2", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, second quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q2.F", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, second quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q2.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, second quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q2.M", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, second quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q3", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, middle quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q3.F", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, middle quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q3.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, middle quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q3.M", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, middle quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q4", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, fourth quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q4.F", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, fourth quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q4.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, fourth quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q4.M", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, fourth quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q5", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, richest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q5.F", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, richest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q5.GPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, richest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.Q5.M", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, richest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.URB.WPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, urban, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.2.WPIA", "name": "Out-of-school rate for adolescents of lower secondary school age, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3", "name": "Out-of-school rate for youth of upper secondary school age, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.F", "name": "Out-of-school rate for youth of upper secondary school age, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.F.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.F.WPIA", "name": "Out-of-school rate for youth of upper secondary school age, female, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.M", "name": "Out-of-school rate for youth of upper secondary school age, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.M.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.M.WPIA", "name": "Out-of-school rate for youth of upper secondary school age, male, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q1", "name": "Out-of-school rate for youth of upper secondary school age, poorest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q1.F", "name": "Out-of-school rate for youth of upper secondary school age, poorest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q1.F.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, poorest quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q1.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, poorest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q1.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, poorest quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q1.M", "name": "Out-of-school rate for youth of upper secondary school age, poorest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q1.M.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, poorest quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q2", "name": "Out-of-school rate for youth of upper secondary school age, second quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q2.F", "name": "Out-of-school rate for youth of upper secondary school age, second quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q2.F.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, second quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q2.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, second quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q2.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, second quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q2.M", "name": "Out-of-school rate for youth of upper secondary school age, second quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q2.M.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, second quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q3", "name": "Out-of-school rate for youth of upper secondary school age, middle quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q3.F", "name": "Out-of-school rate for youth of upper secondary school age, middle quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q3.F.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, middle quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q3.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, middle quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q3.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, middle quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q3.M", "name": "Out-of-school rate for youth of upper secondary school age, middle quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q3.M.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, middle quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q4", "name": "Out-of-school rate for youth of upper secondary school age, fourth quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q4.F", "name": "Out-of-school rate for youth of upper secondary school age, fourth quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q4.F.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, fourth quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q4.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, fourth quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q4.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, fourth quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q4.M", "name": "Out-of-school rate for youth of upper secondary school age, fourth quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q4.M.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, fourth quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q5", "name": "Out-of-school rate for youth of upper secondary school age, richest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q5.F", "name": "Out-of-school rate for youth of upper secondary school age, richest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q5.F.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, richest quintile, female, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q5.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, richest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q5.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, richest quintile, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q5.M", "name": "Out-of-school rate for youth of upper secondary school age, richest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.Q5.M.LPIA", "name": "Out-of-school rate for youth of upper secondary school age, richest quintile, male, adjusted location parity index (household survey data) (LPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR", "name": "Out-of-school rate for youth of upper secondary school age, rural, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.F", "name": "Out-of-school rate for youth of upper secondary school age, rural, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.F.WPIA", "name": "Out-of-school rate for youth of upper secondary school age, rural, female, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, rural, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.M", "name": "Out-of-school rate for youth of upper secondary school age, rural, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.M.WPIA", "name": "Out-of-school rate for youth of upper secondary school age, rural, male, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q1", "name": "Out-of-school rate for youth of upper secondary school age, rural, poorest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q1.F", "name": "Out-of-school rate for youth of upper secondary school age, rural, poorest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q1.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, rural, poorest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q1.M", "name": "Out-of-school rate for youth of upper secondary school age, rural, poorest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q2", "name": "Out-of-school rate for youth of upper secondary school age, rural, second quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q2.F", "name": "Out-of-school rate for youth of upper secondary school age, rural, second quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q2.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, rural, second quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q2.M", "name": "Out-of-school rate for youth of upper secondary school age, rural, second quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q3", "name": "Out-of-school rate for youth of upper secondary school age, rural, middle quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q3.F", "name": "Out-of-school rate for youth of upper secondary school age, rural, middle quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.ROFST.H.3.RUR.Q3.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, rural, middle quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q3.M", "name": "Out-of-school rate for youth of upper secondary school age, rural, middle quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q4", "name": "Out-of-school rate for youth of upper secondary school age, rural, fourth quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q4.F", "name": "Out-of-school rate for youth of upper secondary school age, rural, fourth quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q4.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, rural, fourth quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q4.M", "name": "Out-of-school rate for youth of upper secondary school age, rural, fourth quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q5", "name": "Out-of-school rate for youth of upper secondary school age, rural, richest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q5.F", "name": "Out-of-school rate for youth of upper secondary school age, rural, richest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q5.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, rural, richest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.Q5.M", "name": "Out-of-school rate for youth of upper secondary school age, rural, richest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.RUR.WPIA", "name": "Out-of-school rate for youth of upper secondary school age, rural, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB", "name": "Out-of-school rate for youth of upper secondary school age, urban, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.F", "name": "Out-of-school rate for youth of upper secondary school age, urban, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.F.WPIA", "name": "Out-of-school rate for youth of upper secondary school age, urban, female, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, urban, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.M", "name": "Out-of-school rate for youth of upper secondary school age, urban, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.M.WPIA", "name": "Out-of-school rate for youth of upper secondary school age, urban, male, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q1", "name": "Out-of-school rate for youth of upper secondary school age, urban, poorest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q1.F", "name": "Out-of-school rate for youth of upper secondary school age, urban, poorest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q1.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, urban, poorest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q1.M", "name": "Out-of-school rate for youth of upper secondary school age, urban, poorest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q2", "name": "Out-of-school rate for youth of upper secondary school age, urban, second quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q2.F", "name": "Out-of-school rate for youth of upper secondary school age, urban, second quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q2.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, urban, second quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q2.M", "name": "Out-of-school rate for youth of upper secondary school age, urban, second quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q3", "name": "Out-of-school rate for youth of upper secondary school age, urban, middle quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q3.F", "name": "Out-of-school rate for youth of upper secondary school age, urban, middle quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q3.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, urban, middle quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q3.M", "name": "Out-of-school rate for youth of upper secondary school age, urban, middle quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q4", "name": "Out-of-school rate for youth of upper secondary school age, urban, fourth quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q4.F", "name": "Out-of-school rate for youth of upper secondary school age, urban, fourth quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q4.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, urban, fourth quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q4.M", "name": "Out-of-school rate for youth of upper secondary school age, urban, fourth quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q5", "name": "Out-of-school rate for youth of upper secondary school age, urban, richest quintile, both sexes (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q5.F", "name": "Out-of-school rate for youth of upper secondary school age, urban, richest quintile, female (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q5.GPIA", "name": "Out-of-school rate for youth of upper secondary school age, urban, richest quintile, adjusted gender parity index (household survey data) (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.Q5.M", "name": "Out-of-school rate for youth of upper secondary school age, urban, richest quintile, male (household survey data) (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.URB.WPIA", "name": "Out-of-school rate for youth of upper secondary school age, urban, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.ROFST.H.3.WPIA", "name": "Out-of-school rate for youth of upper secondary school age, adjusted wealth parity index (household survey data) (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.0", "name": "School age population, early childhood education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.0.F", "name": "School age population, early childhood education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.0.M", "name": "School age population, early childhood education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.01", "name": "School age population, early childhood educational development programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.01.F", "name": "School age population, early childhood educational development programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.01.M", "name": "School age population, early childhood educational development programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.1.AGM1", "name": "School age population, one year before than official primary entry age, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.1.AGM1.F", "name": "School age population, one year before than official primary entry age, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.1.AGM1.M", "name": "School age population, one year before than official primary entry age, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.1.G1", "name": "Population of the official entrance age to primary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SAP.1.G1.F", "name": "Population of the official entrance age to primary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SAP.1.G1.M", "name": "Population of the official entrance age to primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SAP.23.GPV.G1", "name": "Population of the official entrance age to secondary general education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of the age-group theoretically corresponding to secondary general education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.23.GPV.G1.F", "name": "Population of the official entrance age to secondary general education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female population of the age-group theoretically corresponding to secondary general education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.23.GPV.G1.M", "name": "Population of the official entrance age to secondary general education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male population of the age-group theoretically corresponding to secondary general education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.4", "name": "School age population, post-secondary non-tertiary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of the age-group theoretically corresponding to post-secondary non-tertiary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SAP.4.F", "name": "School age population, post-secondary non-tertiary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Female population of the age-group theoretically corresponding to post-secondary non-tertiary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SAP.4.M", "name": "School age population, post-secondary non-tertiary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Male population of the age-group theoretically corresponding to post-secondary non-tertiary education as indicated by theoretical entrance age and duration.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SAP.CE", "name": "Population of compulsory school age, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of children within the age span that children are legally obliged to attend school.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.CE.F", "name": "Population of compulsory school age, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of female children within the age span that children are legally obliged to attend school.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SAP.CE.M", "name": "Population of compulsory school age, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Population of male children within the age span that children are legally obliged to attend school.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.1.WCOMPUT", "name": "Proportion of primary schools with access to computers for pedagogical purposes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.1.WELEC", "name": "Proportion of primary schools with access to electricity (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.1.WHIVSEXED", "name": "Percentage of primary schools providing life skills-based HIV and sexuality education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.1.WINFSTUDIS", "name": "Proportion of primary schools with access to adapted infrastructure and materials for students with disabilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.1.WINTERN", "name": "Proportion of primary schools with access to Internet for pedagogical purposes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.1.WTOILA", "name": "Proportion of primary schools with single-sex basic sanitation facilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.1.WWASH", "name": "Proportion of primary schools with basic handwashing facilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.1.WWATA", "name": "Proportion of primary schools with access to basic drinking water (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.2.WCOMPUT", "name": "Proportion of lower secondary schools with access to computers for pedagogical purposes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.2.WELEC", "name": "Proportion of lower secondary schools with access to electricity (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.2.WHIVSEXED", "name": "Percentage of lower secondary schools providing life skills-based HIV and sexuality education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.2.WINFSTUDIS", "name": "Proportion of lower secondary schools with access to adapted infrastructure and materials for students with disabilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.2.WINTERN", "name": "Proportion of lower secondary schools with access to Internet for pedagogical purposes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.2.WTOILA", "name": "Proportion of lower secondary schools with single-sex basic sanitation facilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.2.WWASH", "name": "Proportion of lower secondary schools with basic handwashing facilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.2.WWATA", "name": "Proportion of lower secondary schools with access to basic drinking water (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.2T3.WCOMPUT", "name": "Proportion of secondary schools with access to computers for pedagogical purposes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.2T3.WINTERN", "name": "Proportion of secondary schools with access to Internet for pedagogical purposes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.3.WCOMPUT", "name": "Proportion of upper secondary schools with access to computers for pedagogical purposes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.3.WELEC", "name": "Proportion of upper secondary schools with access to electricity (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.3.WHIVSEXED", "name": "Percentage of upper secondary schools providing life skills-based HIV and sexuality education", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.3.WINFSTUDIS", "name": "Proportion of upper secondary schools with access to adapted infrastructure and materials for students with disabilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.3.WINTERN", "name": "Proportion of upper secondary schools with access to Internet for pedagogical purposes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.3.WTOILA", "name": "Proportion of upper secondary schools with single-sex basic sanitation facilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.3.WWASH", "name": "Proportion of upper secondary schools with basic handwashing facilities (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SCHBSP.3.WWATA", "name": "Proportion of upper secondary schools with access to basic drinking water (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.02", "name": "School life expectancy, pre-primary, both sexes (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.02.F", "name": "School life expectancy, pre-primary, female (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.02.GPI", "name": "School life expectancy, pre-primary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.02.M", "name": "School life expectancy, pre-primary, male (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.1", "name": "School life expectancy, primary, both sexes (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.1.F", "name": "School life expectancy, primary, female (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.1.GPI", "name": "School life expectancy, primary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.1.M", "name": "School life expectancy, primary, male (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.12", "name": "School life expectancy, primary and lower secondary, both sexes (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.12.F", "name": "School life expectancy, primary and lower secondary, female (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.12.M", "name": "School life expectancy, primary and lower secondary, male (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.123", "name": "School life expectancy, primary and secondary, both sexes (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SLE.123.F", "name": "School life expectancy, primary and secondary, female (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SLE.123.GPI", "name": "School life expectancy, primary and secondary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SLE.123.M", "name": "School life expectancy, primary and secondary, male (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SLE.1T2.GPI", "name": "School life expectancy, primary and lower secondary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.1T6.GPI", "name": "School life expectancy, primary to tertiary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SLE.23", "name": "School life expectancy, secondary, both sexes (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.23.F", "name": "School life expectancy, secondary, female (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.23.GPI", "name": "School life expectancy, secondary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.23.M", "name": "School life expectancy, secondary, male (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.4", "name": "School life expectancy, post-secondary non-tertiary, both sexes (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.4.F", "name": "School life expectancy, post-secondary non-tertiary, female (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.4.GPI", "name": "School life expectancy, post-secondary non-tertiary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.4.M", "name": "School life expectancy, post-secondary non-tertiary, male (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.SLE.56", "name": "School life expectancy, tertiary, both sexes (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SLE.56.F", "name": "School life expectancy, tertiary, female (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SLE.56.GPI", "name": "School life expectancy, tertiary, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SLE.56.M", "name": "School life expectancy, tertiary, male (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SR.1.G4", "name": "Survival rate to Grade 4 of primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SR.1.G4.F", "name": "Survival rate to Grade 4 of primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SR.1.G4.GPI", "name": "Survival rate to Grade 4 of primary education, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SR.1.G4.M", "name": "Survival rate to Grade 4 of primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SR.1.G5.GPI", "name": "Survival rate to Grade 5 of primary education, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.SR.1.GLAST.GPI", "name": "Survival rate to the last grade of primary education, gender parity index (GPI)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.T.01", "name": "Teachers in early childhood educational development programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.01.F", "name": "Teachers in early childhood educational development programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.01.M", "name": "Teachers in early childhood educational development programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.02.M", "name": "Teachers in pre-primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.1.M", "name": "Teachers in primary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.2", "name": "Teachers in lower secondary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.T.2.F", "name": "Teachers in lower secondary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.T.2.M", "name": "Teachers in lower secondary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.23.M", "name": "Teachers in secondary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male teachers in public and private secondary education institutions (ISCED 2 and 3). 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.3", "name": "Teachers in upper secondary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of teachers in public and private upper secondary education institutions (ISCED 3). 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.T.3.F", "name": "Teachers in upper secondary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female teachers in public and private upper secondary education institutions (ISCED 3). 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.T.3.M", "name": "Teachers in upper secondary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male teachers in public and private upper secondary education institutions (ISCED 3). 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.4", "name": "Teachers in post-secondary non-tertiary education, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of teachers in public and private post-secondary non-tertiary education institutions (ISCED 4). 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.T.4.F", "name": "Teachers in post-secondary non-tertiary education, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female teachers in public and private post-secondary non-tertiary education institutions (ISCED 4). 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.T.4.M", "name": "Teachers in post-secondary non-tertiary education, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male teachers in public and private post-secondary non-tertiary education institutions (ISCED 4). 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.5", "name": "Teachers in tertiary education ISCED 5 programmes, both sexes (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of teachers in public and private short-cycle tertiary education institutions (ISCED 5). 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.5.F", "name": "Teachers in tertiary education ISCED 5 programmes, female (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of female teachers in public and private short-cycle tertiary education institutions (ISCED 5). 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.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.5.M", "name": "Teachers in tertiary education ISCED 5 programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male teachers in public and private short-cycle tertiary education institutions (ISCED 5). 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.T.58.M", "name": "Teachers in tertiary education programmes, male (number)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total number of male teachers in public and private tertiary education institutions (ISCED 5-8). 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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.02", "name": "Teacher attrition rate from pre-primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.02.F", "name": "Teacher attrition rate from pre-primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.02.GPIA", "name": "Teacher attrition rate from pre-primary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.02.M", "name": "Teacher attrition rate from pre-primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.1.F", "name": "Teacher attrition rate from primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female teachers who left the primary education system in year t+1, expressed as a percentage of female teachers in service in primary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.1.GPIA", "name": "Teacher attrition rate from primary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.1.M", "name": "Teacher attrition rate from primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male teachers who left the primary education system in year t+1, expressed as a percentage of male teachers in service in primary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.1.T", "name": "Teacher attrition rate from primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of teachers who left the primary education system in year t+1, expressed as a percentage of teachers in service in primary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2.F", "name": "Teacher attrition rate from lower secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female teachers who left the lower secondary education system in year t+1, expressed as a percentage of female teachers in service in lower secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2.GPIA", "name": "Teacher attrition rate from lower secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2.M", "name": "Teacher attrition rate from lower secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male teachers who left the lower secondary education system in year t+1, expressed as a percentage of male teachers in service in lower secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2.T", "name": "Teacher attrition rate from lower secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of teachers who left the lower secondary education system in year t+1, expressed as a percentage of teachers in service in lower secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2T3", "name": "Teacher attrition rate from secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2T3.F", "name": "Teacher attrition rate from secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2T3.GPIA", "name": "Teacher attrition rate from secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2T3.GPV", "name": "Teacher attrition rate from general secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2T3.GPV.F", "name": "Teacher attrition rate from general secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2T3.GPV.M", "name": "Teacher attrition rate from general secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2T3.M", "name": "Teacher attrition rate from secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2T3.V", "name": "Teacher attrition rate from vocational secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2T3.V.F", "name": "Teacher attrition rate from vocational secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.2T3.V.M", "name": "Teacher attrition rate from vocational secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.3.F", "name": "Teacher attrition rate from upper secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female teachers who left the upper secondary education system in year t+1, expressed as a percentage of female teachers in service in upper secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.3.GPIA", "name": "Teacher attrition rate from upper secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.3.M", "name": "Teacher attrition rate from upper secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male teachers who left the upper secondary education system in year t+1, expressed as a percentage of male teachers in service in upper secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TATTRR.3.T", "name": "Teacher attrition rate from upper secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of teachers who left the upper secondary education system in year t+1, expressed as a percentage of teachers in service in upper secondary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.THAGE.0", "name": "Official entrance age to early childhood education (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age at which students would enter early childhood education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.THAGE.01", "name": "Official entrance age to early childhood educational development (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age at which students would enter early childhood educational development. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.THAGE.02", "name": "Official entrance age to pre-primary education (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age at which students would enter pre-primary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.THAGE.3.A.GPV", "name": "Official entrance age to upper secondary education (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age at which students would enter upper secondary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.THAGE.4.A.GPV", "name": "Official entrance age to post-secondary non-tertiary education (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Age at which students would enter post-secondary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.THDUR.0", "name": "Theoretical duration of early childhood education (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of grades (years) in early childhood education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.THDUR.01", "name": "Theoretical duration of early childhood educational development (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of grades (years) in early childhood educational development.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.THDUR.02", "name": "Theoretical duration of pre-primary education (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of grades (years) in pre-primary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.THDUR.4.A.GPV", "name": "Theoretical duration of post-secondary non-tertiary education (years)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of grades (years) in post-secondary education.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.TRTP.02", "name": "Proportion of teachers with the minimum required qualifications in pre-primary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the pre-primary level in the given country, expressed as a percentage of the total number of teachers at the pre-primary level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TRTP.02.F", "name": "Proportion of teachers with the minimum required qualifications in pre-primary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the pre-primary level in the given country, expressed as a percentage of the total number of female teachers at the pre-primary level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TRTP.02.GPIA", "name": "Proportion of teachers with the minimum required qualifications in pre-primary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TRTP.02.M", "name": "Proportion of teachers with the minimum required qualifications in pre-primary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the pre-primary level in the given country, expressed as a percentage of the total number of male teachers at the pre-primary level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TRTP.1.GPIA", "name": "Proportion of teachers with the minimum required qualifications in primary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TRTP.2", "name": "Proportion of teachers with the minimum required qualifications in lower secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the lower secondary level in the given country, expressed as a percentage of the total number of teachers at the lower secondary level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.TRTP.2.F", "name": "Proportion of teachers with the minimum required qualifications in lower secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the lower secondary level in the given country, expressed as a percentage of the total number of female teachers at the lower secondary level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.TRTP.2.GPIA", "name": "Proportion of teachers with the minimum required qualifications in lower secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TRTP.2.M", "name": "Proportion of teachers with the minimum required qualifications in lower secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the lower secondary level in the given country, expressed as a percentage of the total number of male teachers at the lower secondary level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.TRTP.2T3.GPIA", "name": "Proportion of teachers with the minimum required qualifications in secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TRTP.3", "name": "Proportion of teachers with the minimum required qualifications in upper secondary education, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of teachers at the upper secondary level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.TRTP.3.F", "name": "Proportion of teachers with the minimum required qualifications in upper secondary education, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of female teachers at the upper secondary level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.TRTP.3.GPIA", "name": "Proportion of teachers with the minimum required qualifications in upper secondary education, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.TRTP.3.M", "name": "Proportion of teachers with the minimum required qualifications in upper secondary education, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of male teachers at the upper secondary level.", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.X.PPP.02.FSGOV", "name": "Government expenditure on pre-primary education, PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on pre-primary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity), in nominal value. It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPP.1.FSGOV", "name": "Government expenditure on primary education, PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on primary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity), in nominal value. It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPP.2.FSGOV", "name": "Government expenditure on lower secondary education, PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on lower secondary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity), in nominal value. It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPP.2T3.FSGOV", "name": "Government expenditure on secondary education, PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on secondary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity), in nominal value. It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPP.2T4.V.FSGOV", "name": "Government expenditure on secondary and post-secondary non-tertiary vocational education only, PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on secondary and post-secondary non-tertiary vocational education (current, capital, and transfers), in millions PPP$ (at purchasing power parity), in nominal value. It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPP.3.FSGOV", "name": "Government expenditure on upper secondary education, PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on upper secondary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity), in nominal value. It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPP.4.FSGOV", "name": "Government expenditure on post-secondary non-tertiary education, PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on post-secondary non-tertiary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity), in nominal value. It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPP.5T8.FSGOV", "name": "Government expenditure on tertiary education, PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on tertiary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity), in nominal value. It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPP.FSGOV", "name": "Government expenditure on education, PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on education (current, capital, and transfers), in millions PPP$ (at purchasing power parity), in nominal value. It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPP.UK.FSGOV", "name": "Government expenditure on education not specified by level, PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on education (current, capital, and transfers) not specified by level, in millions PPP$ (at purchasing power parity), in nominal value. It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPPCONST.02.FSGOV", "name": "Government expenditure on pre-primary education, constant PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on pre-primary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity) in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant PPP$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.X.PPPCONST.1.FSGOV", "name": "Government expenditure on primary education, constant PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on primary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity) in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant PPP$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPPCONST.2.FSGOV", "name": "Government expenditure on lower secondary education, constant PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on lower secondary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity) in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant PPP$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPPCONST.2T3.FSGOV", "name": "Government expenditure on secondary education, constant PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on secondary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity) in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant PPP$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPPCONST.2T4.V.FSGOV", "name": "Government expenditure on secondary and post-secondary non-tertiary vocational education only, constant PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on secondary and post-secondary non-tertiary vocational education (current, capital, and transfers), in millions PPP$ (at purchasing power parity) in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant PPP$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPPCONST.3.FSGOV", "name": "Government expenditure on upper secondary education, constant PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on upper secondary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity) in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant PPP$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPPCONST.4.FSGOV", "name": "Government expenditure on post-secondary non-tertiary education, constant PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on post-secondary non-tertiary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity) in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant PPP$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPPCONST.5T8.FSGOV", "name": "Government expenditure on tertiary education, constant PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on tertiary education (current, capital, and transfers), in millions PPP$ (at purchasing power parity) in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant PPP$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPPCONST.FSGOV", "name": "Government expenditure on education, constant PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on education (current, capital, and transfers), in millions PPP$ (at purchasing power parity) in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant PPP$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.PPPCONST.UK.FSGOV", "name": "Government expenditure on education not specified by level, constant PPP$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on education (current, capital, and transfers) not specified by level, in millions PPP$ (at purchasing power parity) in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to PPP$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant PPP$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.US.02.FSGOV", "name": "Government expenditure on pre-primary education, US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on pre-primary education (current, capital, and transfers) in millions US$ (nominal value). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.US.1.FSGOV", "name": "Government expenditure on primary education, US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on primary education (current, capital, and transfers) in millions US$ (nominal value). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.US.2.FSGOV", "name": "Government expenditure on lower secondary education, US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on lower secondary education (current, capital, and transfers) in millions US$ (nominal value). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.US.2T3.FSGOV", "name": "Government expenditure on secondary education, US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on secondary education (current, capital, and transfers) in millions US$ (nominal value). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.US.2T4.V.FSGOV", "name": "Government expenditure on secondary and post-secondary non-tertiary vocational education only, US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on secondary and post-secondary non-tertiary vocational education (current, capital, and transfers) in millions US$ (nominal value). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.US.3.FSGOV", "name": "Government expenditure on upper secondary education, US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on upper secondary education (current, capital, and transfers) in millions US$ (nominal value). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.US.4.FSGOV", "name": "Government expenditure on post-secondary non-tertiary education, US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on post-secondary non-tertiary education (current, capital, and transfers) in millions US$ (nominal value). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.US.5T8.FSGOV", "name": "Government expenditure on tertiary education, US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on tertiary education (current, capital, and transfers) in millions US$ (nominal value). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.US.FSGOV", "name": "Government expenditure on education, US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on education (current, capital, and transfers) in millions US$ (nominal value). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.US.UK.FSGOV", "name": "Government expenditure on education not specified by level, US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on education (current, capital, and transfers) not specified by level in millions US$ (nominal value). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.USCONST.02.FSGOV", "name": "Government expenditure on pre-primary education, constant US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on pre-primary education (current, capital, and transfers) in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.USCONST.1.FSGOV", "name": "Government expenditure on primary education, constant US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on primary education (current, capital, and transfers) in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.USCONST.2.FSGOV", "name": "Government expenditure on lower secondary education, constant US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on lower secondary education (current, capital, and transfers) in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.USCONST.2T3.FSGOV", "name": "Government expenditure on secondary education, constant US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on secondary education (current, capital, and transfers) in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.USCONST.2T4.V.FSGOV", "name": "Government expenditure on secondary and post-secondary non-tertiary vocational education only, constant US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on secondary and post-secondary non-tertiary vocational education (current, capital, and transfers) in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.USCONST.3.FSGOV", "name": "Government expenditure on upper secondary education, constant US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on upper secondary education (current, capital, and transfers) in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.USCONST.4.FSGOV", "name": "Government expenditure on post-secondary non-tertiary education, constant US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on post-secondary non-tertiary education (current, capital, and transfers) in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.USCONST.5T8.FSGOV", "name": "Government expenditure on tertiary education, constant US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on tertiary education (current, capital, and transfers) in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.USCONST.FSGOV", "name": "Government expenditure on education, constant US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on education (current, capital, and transfers) in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.X.USCONST.UK.FSGOV", "name": "Government expenditure on education not specified by level, constant US$ (millions)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on education (current, capital, and transfers) not specified by level in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XGDP.0.FSGOV", "name": "Government expenditure on pre-primary education as % of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on pre-primary education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. A higher percentage of GDP spent on education shows a higher government priority for education, but also a higher capacity of the government to raise revenues for public spending, in relation to the size of the country's economy. When interpreting this indicator however, one should keep in mind in some countries, the private sector and/or households may fund a higher proportion of total funding for education, thus making government expenditure appear lower than in other countries. Limitations: In some instances data on total public expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XGDP.1.FSGOV", "name": "Government expenditure on primary education as % of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on primary education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. A higher percentage of GDP spent on education shows a higher government priority for education, but also a higher capacity of the government to raise revenues for public spending, in relation to the size of the country's economy. When interpreting this indicator however, one should keep in mind in some countries, the private sector and/or households may fund a higher proportion of total funding for education, thus making government expenditure appear lower than in other countries. Limitations: In some instances data on total public expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XGDP.2.FSGOV", "name": "Government expenditure on lower secondary education as a percentage of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on lower secondary education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. A higher percentage of GDP spent on education shows a higher government priority for education, but also a higher capacity of the government to raise revenues for public spending, in relation to the size of the country's economy. When interpreting this indicator however, one should keep in mind in some countries, the private sector and/or households may fund a higher proportion of total funding for education, thus making government expenditure appear lower than in other countries. Limitations: In some instances data on total public expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XGDP.23.FSGOV", "name": "Government expenditure on secondary education as % of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on secondary education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. A higher percentage of GDP spent on education shows a higher government priority for education, but also a higher capacity of the government to raise revenues for public spending, in relation to the size of the country's economy. When interpreting this indicator however, one should keep in mind in some countries, the private sector and/or households may fund a higher proportion of total funding for education, thus making government expenditure appear lower than in other countries. Limitations: In some instances data on total public expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XGDP.2T4.V.FSGOV", "name": "Government expenditure on secondary and post-secondary non-tertiary vocational education as % of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on secondary and post-secondary non-tertiary vocational education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. A higher percentage of GDP spent on education shows a higher government priority for education, but also a higher capacity of the government to raise revenues for public spending, in relation to the size of the country's economy. When interpreting this indicator however, one should keep in mind in some countries, the private sector and/or households may fund a higher proportion of total funding for education, thus making government expenditure appear lower than in other countries. Limitations: In some instances data on total public expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XGDP.3.FSGOV", "name": "Government expenditure on upper secondary education as a percentage of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on upper secondary education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XGDP.4.FSGOV", "name": "Government expenditure on post-secondary non-tertiary education as % of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on post-secondary non-tertiary education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. A higher percentage of GDP spent on education shows a higher government priority for education, but also a higher capacity of the government to raise revenues for public spending, in relation to the size of the country's economy. When interpreting this indicator however, one should keep in mind in some countries, the private sector and/or households may fund a higher proportion of total funding for education, thus making government expenditure appear lower than in other countries. Limitations: In some instances data on total public expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XGDP.56.FSGOV", "name": "Government expenditure on tertiary education as % of GDP (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central) government expenditure on tertiary education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. A higher percentage of GDP spent on education shows a higher government priority for education, but also a higher capacity of the government to raise revenues for public spending, in relation to the size of the country's economy. When interpreting this indicator however, one should keep in mind in some countries, the private sector and/or households may fund a higher proportion of total funding for education, thus making government expenditure appear lower than in other countries. Limitations: In some instances data on total public expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.0.FDPUB.FNCAP", "name": "Capital expenditure as % of total expenditure in pre-primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.0.FDPUB.FNCUR", "name": "Current expenditure as % of total expenditure in pre-primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.0.FDPUB.FNNONS", "name": "Current expenditure other than staff compensation as % of total expenditure in pre-primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.0.FDPUB.FNS", "name": "All staff compensation as % of total expenditure in pre-primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.02.FDPUB.FNNTS", "name": "Non-teaching staff compensation as a percentage of total expenditure in pre-primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Non-teacher (e.g. school directors, support staff, administrative staff in local or central Ministries) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate the indicator, divide non-teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.02.FDPUB.FNTS", "name": "Teaching staff compensation as a percentage of total expenditure in pre-primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Teacher compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate this indicator, divide teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.1.FDPUB.FNBOOKS", "name": "Expenditure on school books and teaching material as % of total expenditure in primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Expenditure on school books and teaching material expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Divide expenditure on school books and teaching material in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions, in some cases government budget classifications may differ. It is also often difficult to identify expenditure on school books and teaching material, as not all accounting systems include such a classification. In some poorer countries, foreign donors and/or households may fund a large portion of expenditure on school books and teaching material, and where country respondents only have data on government expenditure, the amounts may be underestimated or missing entirely. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.1.FDPUB.FNCAP", "name": "Capital expenditure as % of total expenditure in primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.1.FDPUB.FNCUR", "name": "Current expenditure as % of total expenditure in primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.1.FDPUB.FNNONS", "name": "Current expenditure other than staff compensation as % of total expenditure in primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.1.FDPUB.FNNTS", "name": "Non-teaching staff compensation as a percentage of total expenditure in primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Non-teacher (e.g. school directors, support staff, administrative staff in local or central Ministries) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate the indicator, divide non-teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.1.FDPUB.FNS", "name": "All staff compensation as % of total expenditure in primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.1.FDPUB.FNTS", "name": "Teaching staff compensation as a percentage of total expenditure in primary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Teacher compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate this indicator, divide teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.2.FDPUB.FNCAP", "name": "Capital expenditure as % of total expenditure in lower secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.2.FDPUB.FNCUR", "name": "Current expenditure as % of total expenditure in lower secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.2.FDPUB.FNNONS", "name": "Current expenditure other than staff compensation as % of total expenditure in lower secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.2.FDPUB.FNNTS", "name": "Non-teaching staff compensation as a percentage of total expenditure in lower secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Non-teacher (e.g. school directors, support staff, administrative staff in local or central Ministries) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate the indicator, divide non-teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.2.FDPUB.FNS", "name": "All staff compensation as % of total expenditure in lower secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.2.FDPUB.FNTS", "name": "Teaching staff compensation as a percentage of total expenditure in lower secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Teacher compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate this indicator, divide teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.23.FDPUB.FNBOOKS", "name": "Expenditure on school books and teaching material as % of total expenditure in secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Expenditure on school books and teaching material expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Divide expenditure on school books and teaching material in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions, in some cases government budget classifications may differ. It is also often difficult to identify expenditure on school books and teaching material, as not all accounting systems include such a classification. In some poorer countries, foreign donors and/or households may fund a large portion of expenditure on school books and teaching material, and where country respondents only have data on government expenditure, the amounts may be underestimated or missing entirely. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.23.FDPUB.FNCAP", "name": "Capital expenditure as % of total expenditure in secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.23.FDPUB.FNCUR", "name": "Current expenditure as % of total expenditure in secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.23.FDPUB.FNNONS", "name": "Current expenditure other than staff compensation as % of total expenditure in secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.23.FDPUB.FNNTS", "name": "Non-teaching staff compensation as a percentage of total expenditure in secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Non-teacher (e.g. school directors, support staff, administrative staff in local or central Ministries) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate the indicator, divide non-teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.23.FDPUB.FNS", "name": "All staff compensation as % of total expenditure in secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.23.FDPUB.FNTS", "name": "Teaching staff compensation as a percentage of total expenditure in secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Teacher compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate this indicator, divide teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.3.FDPUB.FNCAP", "name": "Capital expenditure as % of total expenditure in upper-secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.3.FDPUB.FNCUR", "name": "Current expenditure as % of total expenditure in upper-secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.3.FDPUB.FNNONS", "name": "Current expenditure other than staff compensation as % of total expenditure in upper secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.3.FDPUB.FNNTS", "name": "Non-teaching staff compensation as a percentage of total expenditure in upper secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Non-teacher (e.g. school directors, support staff, administrative staff in local or central Ministries) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate the indicator, divide non-teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.3.FDPUB.FNS", "name": "All staff compensation as % of total expenditure in upper secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.3.FDPUB.FNTS", "name": "Teaching staff compensation as a percentage of total expenditure in upper secondary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Teacher compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate this indicator, divide teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.4.FDPUB.FNCAP", "name": "Capital expenditure as % of total expenditure in post-secondary non-tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.4.FDPUB.FNCUR", "name": "Current expenditure as % of total expenditure in post-secondary non-tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.4.FDPUB.FNNONS", "name": "Current expenditure other than staff compensation as % of total expenditure in post-secondary non-tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.4.FDPUB.FNNTS", "name": "Non-teaching staff compensation as a percentage of total expenditure in post-secondary non-tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Non-teacher (e.g. school directors, support staff, administrative staff in local or central Ministries) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate the indicator, divide non-teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.4.FDPUB.FNS", "name": "All staff compensation as % of total expenditure in post-secondary non-tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.4.FDPUB.FNTS", "name": "Teaching staff compensation as a percentage of total expenditure in post-secondary non-tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Teacher compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate this indicator, divide teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.56.FDPUB.FNCAP", "name": "Capital expenditure as % of total expenditure in tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.XSPENDP.56.FDPUB.FNCUR", "name": "Current expenditure as % of total expenditure in tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.XSPENDP.56.FDPUB.FNNONS", "name": "Current expenditure other than staff compensation as % of total expenditure in tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.XSPENDP.56.FDPUB.FNNTS", "name": "Non-teaching staff compensation as a percentage of total expenditure in tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Non-teacher (e.g. school directors, support staff, administrative staff in local or central Ministries) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate the indicator, divide non-teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.56.FDPUB.FNS", "name": "All staff compensation as % of total expenditure in tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{"id": "4", "value": "Education "}]}
{"id": "UIS.XSPENDP.56.FDPUB.FNTS", "name": "Teaching staff compensation as a percentage of total expenditure in tertiary public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Teacher compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate this indicator, divide teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.FDPUB.FNCAP", "name": "Capital expenditure as % of total expenditure in public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional). Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions by total expenditure (current and capital) in public institutions, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.FDPUB.FNNONS", "name": "Current expenditure other than staff compensation as % of total expenditure in public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional). Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions by total expenditure (current and capital) in public institutions, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.FDPUB.FNNTS", "name": "Non-teaching staff compensation as a percentage of total expenditure in public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Non-teacher (e.g. school directors, support staff, administrative staff in local or central Ministries) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate the indicator, divide non-teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.FDPUB.FNS", "name": "All staff compensation as % of total expenditure in public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional). Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions by total expenditure (current and capital) in public institutions, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XSPENDP.FDPUB.FNTS", "name": "Teaching staff compensation as a percentage of total expenditure in public institutions (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Teacher compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate this indicator, divide teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.GDPCAP.02.FSGOV", "name": "Initial government funding per pre-primary student as a percentage of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed as a share of GDP per capita. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.GDPCAP.1.FSGOV", "name": "Initial government funding per primary student as a percentage of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed as a share of GDP per capita. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.GDPCAP.1.FSHH", "name": "Initial household funding per primary student as a percentage of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport) and purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes). 'Initial funding' means that government transfers to households, such as scholarships and other financial aid for education, are subtracted from what is spent by households. Note that in some countries for some education levels, the value of this indicator may be 0, since on average households may be receiving as much, or more, in financial aid from the government than what they are spending on education. Calculation: Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport), plus purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes), minus government education transfers to households (such as scholarships or other education-specific financial aid). When expressed as a share of GDP, this is then divided by the country's Gross Domestic Product (GDP). Limitations: Indicators for household expenditure on education should be interpreted with caution since data comes from household surveys which may not all follow the same definitions and concepts. These types of surveys are also not carried out in all countries with regularity, and for some categories (such as pupils in pre-primary education), the sample sizes may be low. In some cases where data on government transfers to households (scholarships and other financial aid) was not available, they could not be subtracted from amounts paid by households. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.GDPCAP.2.FSGOV", "name": "Initial government funding per lower secondary student as a percentage of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed as a share of GDP per capita. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.GDPCAP.23.FSGOV", "name": "Initial government funding per secondary student as a percentage of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed as a share of GDP per capita. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.GDPCAP.23.FSHH", "name": "Initial household funding per secondary student as a percentage of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport) and purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes). 'Initial funding' means that government transfers to households, such as scholarships and other financial aid for education, are subtracted from what is spent by households. Note that in some countries for some education levels, the value of this indicator may be 0, since on average households may be receiving as much, or more, in financial aid from the government than what they are spending on education. Calculation: Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport), plus purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes), minus government education transfers to households (such as scholarships or other education-specific financial aid). When expressed as a share of GDP, this is then divided by the country's Gross Domestic Product (GDP). Limitations: Indicators for household expenditure on education should be interpreted with caution since data comes from household surveys which may not all follow the same definitions and concepts. These types of surveys are also not carried out in all countries with regularity, and for some categories (such as pupils in pre-primary education), the sample sizes may be low. In some cases where data on government transfers to households (scholarships and other financial aid) was not available, they could not be subtracted from amounts paid by households. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.GDPCAP.3.FSGOV", "name": "Initial government funding per upper secondary student as a percentage of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed as a share of GDP per capita. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.GDPCAP.5T8.FSGOV", "name": "Initial government funding per tertiary student as a percentage of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed as a share of GDP per capita. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.GDPCAP.5T8.FSHH", "name": "Initial household funding per tertiary student as a percentage of GDP per capita", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport) and purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes). 'Initial funding' means that government transfers to households, such as scholarships and other financial aid for education, are subtracted from what is spent by households. Note that in some countries for some education levels, the value of this indicator may be 0, since on average households may be receiving as much, or more, in financial aid from the government than what they are spending on education. Calculation: Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport), plus purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes), minus government education transfers to households (such as scholarships or other education-specific financial aid). When expressed as a share of GDP, this is then divided by the country's Gross Domestic Product (GDP). Limitations: Indicators for household expenditure on education should be interpreted with caution since data comes from household surveys which may not all follow the same definitions and concepts. These types of surveys are also not carried out in all countries with regularity, and for some categories (such as pupils in pre-primary education), the sample sizes may be low. In some cases where data on government transfers to households (scholarships and other financial aid) was not available, they could not be subtracted from amounts paid by households. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.PPPCONST.02.FSGOV", "name": "Initial government funding per pre-primary student, constant PPP$", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed at constant purchasing power parity (constant PPP$). Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.PPPCONST.1.FSGOV", "name": "Initial government funding per primary student, constant PPP$", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed at constant purchasing power parity (constant PPP$). Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.PPPCONST.1.FSHH", "name": "Initial household funding per primary student, constant PPP$", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport) and purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes). 'Initial funding' means that government transfers to households, such as scholarships and other financial aid for education, are subtracted from what is spent by households. Note that in some countries for some education levels, the value of this indicator may be 0, since on average households may be receiving as much, or more, in financial aid from the government than what they are spending on education. Calculation: Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport), plus purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes), minus government education transfers to households (such as scholarships or other education-specific financial aid). Limitations: Indicators for household expenditure on education should be interpreted with caution since data comes from household surveys which may not all follow the same definitions and concepts. These types of surveys are also not carried out in all countries with regularity, and for some categories (such as pupils in pre-primary education), the sample sizes may be low. In some cases where data on government transfers to households (scholarships and other financial aid) was not available, they could not be subtracted from amounts paid by households. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.PPPCONST.2.FSGOV", "name": "Initial government funding per lower secondary student, constant PPP$", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed at constant purchasing power parity (constant PPP$). Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.PPPCONST.23.FSGOV", "name": "Initial government funding per secondary student, constant PPP$", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed at constant purchasing power parity (constant PPP$). Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": [{}]}
{"id": "UIS.XUNIT.PPPCONST.23.FSHH", "name": "Initial household funding per secondary student, constant PPP$", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport) and purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes). 'Initial funding' means that government transfers to households, such as scholarships and other financial aid for education, are subtracted from what is spent by households. Note that in some countries for some education levels, the value of this indicator may be 0, since on average households may be receiving as much, or more, in financial aid from the government than what they are spending on education. Calculation: Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport), plus purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes), minus government education transfers to households (such as scholarships or other education-specific financial aid). Limitations: Indicators for household expenditure on education should be interpreted with caution since data comes from household surveys which may not all follow the same definitions and concepts. These types of surveys are also not carried out in all countries with regularity, and for some categories (such as pupils in pre-primary education), the sample sizes may be low. In some cases where data on government transfers to households (scholarships and other financial aid) was not available, they could not be subtracted from amounts paid by households. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.PPPCONST.3.FSGOV", "name": "Initial government funding per upper secondary student, constant PPP$", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed at constant purchasing power parity (constant PPP$). Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.PPPCONST.5T8.FSGOV", "name": "Initial government funding per tertiary student, constant PPP$", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed at constant purchasing power parity (constant PPP$). Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.XUNIT.PPPCONST.5T8.FSHH", "name": "Initial household funding per tertiary student, constant PPP$", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport) and purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes). 'Initial funding' means that government transfers to households, such as scholarships and other financial aid for education, are subtracted from what is spent by households. Note that in some countries for some education levels, the value of this indicator may be 0, since on average households may be receiving as much, or more, in financial aid from the government than what they are spending on education. Calculation: Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport), plus purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes), minus government education transfers to households (such as scholarships or other education-specific financial aid). Limitations: Indicators for household expenditure on education should be interpreted with caution since data comes from household surveys which may not all follow the same definitions and concepts. These types of surveys are also not carried out in all countries with regularity, and for some categories (such as pupils in pre-primary education), the sample sizes may be low. In some cases where data on government transfers to households (scholarships and other financial aid) was not available, they could not be subtracted from amounts paid by households. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFILITERACY", "name": "Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in literacy. Functional literacy is defined by UIS as the capacity of a person to engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community\u2019s development. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFILITERACY.F", "name": "Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in literacy. Functional literacy is defined by UIS as the capacity of a person to engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community\u2019s development. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFILITERACY.GPIA", "name": "Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFILITERACY.HSES", "name": "Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, high socio-economic status (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of high socio-economic status youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in literacy. Functional literacy is defined by UIS as the capacity of a person to engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community\u2019s development. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFILITERACY.LSES", "name": "Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, low socio-economic status (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of low socio-economic status youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in literacy. Functional literacy is defined by UIS as the capacity of a person to engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community\u2019s development. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFILITERACY.M", "name": "Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in literacy. Functional literacy is defined by UIS as the capacity of a person to engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community\u2019s development. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFILITERACY.NAT", "name": "Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, non-immigrant background (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of non-immigrant youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in literacy. Functional literacy is defined by UIS as the capacity of a person to engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community\u2019s development. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFILITERACY.NON", "name": "Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, immigrant background (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of immigrant youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in literacy. Functional literacy is defined by UIS as the capacity of a person to engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community\u2019s development. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFILITERACY.NPIA", "name": "Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, adjusted native parity index (NPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFILITERACY.WPIA", "name": "Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFINUMERACY", "name": "Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, both sexes (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFINUMERACY.F", "name": "Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, female (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of female youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFINUMERACY.GPIA", "name": "Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, adjusted gender parity index (GPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFINUMERACY.HSES", "name": "Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, high socio-economic status (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of high socio-economic status youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFINUMERACY.LSES", "name": "Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, low socio-economic status (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of low socio-economic status youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFINUMERACY.M", "name": "Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, male (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of male youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFINUMERACY.NAT", "name": "Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, non-immigrant background (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of non-immigrant youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFINUMERACY.NON", "name": "Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, immigrant background (%)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "The percentage of immigrant youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFINUMERACY.NPIA", "name": "Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, adjusted native parity index (NPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YADULT.PROFINUMERACY.WPIA", "name": "Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, adjusted wealth parity index (WPIA)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "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/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YEARS.FC.COMP.02", "name": "Number of years of compulsory pre-primary education guaranteed in legal frameworks", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of years of compulsory pre-primary education guaranteed in legal frameworks. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YEARS.FC.COMP.1T3", "name": "Number of years of compulsory primary and secondary education guaranteed in legal frameworks", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of years of compulsory primary and secondary education. Most countries have legislation specifying the ages and the level of education (typically pre-primary or primary education) at which children should start school. Such legislation usually also specifies either the number of years of education that are guaranteed or the age at which young people may leave education or, in some cases, both. The number of years of primary and secondary education to which children are legally entitled should ideally be the number of grades of primary and secondary education which young people are expected to have completed before being legally eligible to leave school. Years of pre-primary education covered by the legal entitlement should be excluded from this indicator. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YEARS.FC.FREE.02", "name": "Number of years of free pre-primary education guaranteed in legal frameworks", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of years of free pre-primary education guaranteed in legal frameworks. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YEARS.FC.FREE.1T3", "name": "Number of years of free primary and secondary education guaranteed in legal frameworks", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Number of years of primary and secondary education to which children and young people are legally entitled that are free from tuition fees. Most countries have legislation specifying the ages and the level of education (typically pre-primary or primary education) at which children should start school. Such legislation usually also specifies either the number of years of education that are guaranteed or the age at which young people may leave education or, in some cases, both. The number of years of primary and secondary education to which children are legally entitled should ideally be the number of grades of primary and secondary education which young people are expected to have completed before being legally eligible to leave school. Years of pre-primary education covered by the legal entitlement should be excluded from this indicator. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YR.END.01T5", "name": "End of the academic school year (pre-primary to post-secondary non tertiary education)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "End of the academic school year (pre-primary to post-secondary non tertiary education). For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YR.END.6T8", "name": "End of the academic school year (tertiary education)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "End of the academic school year for tertiary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YR.END.MON.01T5", "name": "End month of the academic school year (pre-primary to post-secondary non-tertiary education)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "End month of the academic school year (pre-primary to post-secondary non-tertiary education). For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YR.END.MON.6T8", "name": "End month of the academic school year (tertiary education)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Ending month of the academic school year for tertiary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YR.ST.01T5", "name": "Start of the academic school year (pre-primary to post-secondary non tertiary education)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Start of the academic school year (pre-primary to post-secondary non tertiary education). For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YR.ST.6T8", "name": "Start of the academic school year (tertiary education)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Start of the academic school year for tertiary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YR.ST.MON.01T5", "name": "Start month of the academic school year (pre-primary to post-secondary non-tertiary education)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Start month of the academic school year (pre-primary to post-secondary non-tertiary education). For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UIS.YR.ST.MON.6T8", "name": "Start month of the academic school year (tertiary education)", "unit": "", "source": {"id": "12", "value": "Education Statistics"}, "sourceNote": "Starting month of the academic school year for tertiary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/", "sourceOrganization": "UNESCO Institute for Statistics", "topics": []}
{"id": "UM.EMP.ROUT.IN", "name": "Manufacturing Real Output per Empl. (1980=100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UM.EMP.ROUT.XD", "name": "Manufacturing Real Output per Empl. (1987=100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UM.EMP.RWAG.IN", "name": "Manufacturing Real Earnings per Empl. (1980=100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UM.EMP.RWAG.XD", "name": "Manufacturing Real Earnings per Empl.(1987=100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UM.EMP.TOTL.IN", "name": "Manufacturing Employment (1980=100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UM.EMP.TOTL.XU", "name": "Manufacturing Employment (1987=100)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UM.VAD.WAGE.SN", "name": "Manufacturing Earnings as % of Value Added", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UM.VAD.WAGE.ZS", "name": "Manufacturing Earnings as % of Value Added", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UNDP.HDI.XD", "name": "Human development index (HDI)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The Human Development Index (HDI) is a summary measure of human development. It measures the average achievements in a country in three basic dimensions of human development: a long and healthy life, access to knowledge and a decent standard of living. The HDI is the geometric mean of normalized indices measuring achievements in each dimension. The HDI is the geometric mean of the three dimension indices and embodies imperfect substitutability across all HDI dimensions. It thus addresses one of the most serious criticisms of the linear aggregation formula, which allowed for perfect substitution across dimensions. Some substitutability is inherent in the definition of any index that increases with the values of its components. Data sources: Life expectancy at birth: UNDESA; Mean years of schooling: Barro and Lee; Expected years of schooling: UNESCO Institute for Statistics; Gross national income (GNI) per capita: World Bank.", "sourceOrganization": "http://hdr.undp.org/en/statistics/data/", "topics": []}
{"id": "UNEMPSA_", "name": "Unemployment rate,Percent,,,", "unit": "", "source": {"id": "15", "value": "Global Economic Monitor"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "UPP.COM.POL.XQ", "name": "Combined polity score", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "The Combined Polity score is computed by subtracting the AUTOCRACY score (UPP.INS.AUTO.XQ) from the DEMOCRACY score (UPP.INS.DEMO.XQ); the resulting unified polity scale ranges from +10 (strongly democratic) to -10 (strongly autocratic). Note: The POLITY score was added to the Polity IV data series in recognition of its common usage by users in quantitative research and in the overriding interest of maintaining uniformity among users in this application. The simple combination of the original DEMOC and AUTOC index values in a unitary POLITY scale, in many ways, runs contrary to the original theory stated by Eckstein and Gurr in Patterns of Authority Polity IV Project: Dataset Users\u2019 Manual 17 (1975) and, so, should be treated and interpreted with due caution. Its primary utility is in investigative research which should be augmented by more detailed analysis. The original theory posits that autocratic and democratic authority are distinct patterns of authority, elements of which may co-exist in any particular regime context. The inclusion of this variable in the data series should not be seen as an acceptance of the counter-proposal that autocracy and democracy are alternatives or opposites in a unified authority spectrum, even though elements of this perspective may be implied in the original theory. The POLITY variable provides a convenient avenue for examining general regime effects in analyses but researchers should note that the middle of the implied POLITY \u201cspectrum\u201d is somewhat muddled in terms of the original theory, masking various combinations of DEMOC and AUTOC scores with the same POLITY score. Investigations involving hypotheses of varying effects of democracy and/or autocracy should employ the original Polity scheme and test DEMOC and AUTOC separately.", "sourceOrganization": "Center for Systemic Peace, www.systemicpeace.org/polity/polity4.htm ", "topics": []}
{"id": "UPP.INS.AUTO.XQ", "name": "Institutionalized autocracy", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Democracy is conceived as three essential, interdependent elements. One is the presence of institutions and procedures through which citizens can express effective preferences about alternative policies and leaders. Second is the existence of institutionalized constraints on the exercise of power by the executive. Third is the guarantee of civil liberties to all citizens in their daily lives and in acts of political participation. Other aspects of plural democracy, such as the rule of law, systems of checks and balances, freedom of the press, and so on are means to, or specific manifestations of, these general principles. We do not include coded data on civil liberties. ", "sourceOrganization": "Center for Systemic Peace, www.systemicpeace.org/polity/polity4.htm ", "topics": []}
{"id": "UPP.INS.DEMO.XQ", "name": "Institutionalized democracy", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Democracy is conceived as three essential, interdependent elements. One is the presence of institutions and procedures through which citizens can express effective preferences about alternative policies and leaders. Second is the existence of institutionalized constraints on the exercise of power by the executive. Third is the guarantee of civil liberties to all citizens in their daily lives and in acts of political participation. Other aspects of plural democracy, such as the rule of law, systems of checks and balances, freedom of the press, and so on are means to, or specific manifestations of, these general principles. We do not include coded data on civil liberties. ", "sourceOrganization": "Center for Systemic Peace, www.systemicpeace.org/polity/polity4.htm ", "topics": []}
{"id": "UPP.REV.POL.XQ", "name": "Revised Combined Polity Score", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Revised Combined Polity Score is a modified version of the POLITY variable added in order to facilitate the use of the POLITY regime measure in time-series analyses.", "sourceOrganization": "Authoritarian regime\"\" in Western political discourse is a pejorative term for some very diverse kinds of political systems whose common properties are a lack of regularized political competition and concern for political freedoms. The term Autocracy is used and defined operationally in terms of the presence of a distinctive set of political characteristics.  In mature form, autocracies sharply restrict or suppress competitive political participation. Their chief executives are chosen in a regularized process of selection within the political elite, and once in office they exercise power with few institutional constraints. Most modern autocracies also exercise a high degree of directiveness over social and economic activity, but we regard this as a function of political ideology and choice, not a defining property of autocracy. Social democracies also exercise relatively high degrees of directiveness. The Polity data producers prefer to leave open for empirical investigation the question of how Autocracy, Democracy, and directiveness (performance) have covaried over time. ", "topics": []}
{"id": "v_F_nsk", "name": "Labor volume for unskilled females, millions", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "v_F_skl", "name": "Labor volume for skilled females, millions", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "v_M_nsk", "name": "Labor volume for unskilled male, millions", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "v_M_skl", "name": "Labor volume for skilled males, millions", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "VA.EST", "name": "Voice and Accountability: Estimate", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VA.NO.SRC", "name": "Voice and Accountability: Number of Sources", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media.  Number of sources indicates the number of underlying data sources on which the aggregate estimate is based.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VA.PER.RNK", "name": "Voice and Accountability: Percentile Rank", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VA.PER.RNK.LOWER", "name": "Voice and Accountability: Percentile Rank, Lower Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VA.PER.RNK.UPPER", "name": "Voice and Accountability: Percentile Rank, Upper Bound of 90% Confidence Interval", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VA.STD.ERR", "name": "Voice and Accountability: Standard Error", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.", "sourceOrganization": "Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  \"The Worldwide Governance Indicators:  Methodology and Analytical Issues\".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VC.BTL.DETH", "name": "Battle-related deaths (number of people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Battle-related deaths are deaths in battle-related conflicts between warring parties in the conflict dyad (two conflict units that are parties to a conflict). Typically, battle-related deaths occur in warfare involving the armed forces of the warring parties. This includes traditional battlefield fighting, guerrilla activities, and all kinds of bombardments of military units, cities, and villages, etc. The targets are usually the military itself and its installations or state institutions and state representatives, but there is often substantial collateral damage in the form of civilians being killed in crossfire, in indiscriminate bombings, etc. All deaths--military as well as civilian--incurred in such situations, are counted as battle-related deaths.", "sourceOrganization": "Uppsala Conflict Data Program, http://www.pcr.uu.se/research/ucdp/.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VC.HOM.ITEN.P5.HE", "name": "Intentional homicide rate (per 100,000 people, CTS and national sources)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "VC.HOM.ITEN.P5.LE", "name": "Intentional homicide rate (per 100,000 people, WHO)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "VC.IDP.NWCV", "name": "Internally displaced persons, new displacement associated with conflict and violence (number of cases)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Internally displaced persons are defined according to the 1998 Guiding Principles (http://www.internal-displacement.org/publications/1998/ocha-guiding-principles-on-internal-displacement) as people or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of armed conflict, or to avoid the effects of armed conflict, situations of generalized violence, violations of human rights, or natural or human-made disasters and who have not crossed an international border. \"New Displacement\" refers to the number of new cases or incidents of displacement recorded over the specified year, rather than the number of people displaced. This is done because people may have been displaced more than once.", "sourceOrganization": "The Internal Displacement Monitoring Centre (http://www.internal-displacement.org/)", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VC.IDP.NWDS", "name": "Internally displaced persons, new displacement associated with disasters (number of cases)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Internally displaced persons are defined according to the 1998 Guiding Principles (http://www.internal-displacement.org/publications/1998/ocha-guiding-principles-on-internal-displacement) as people or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of armed conflict, or to avoid the effects of armed conflict, situations of generalized violence, violations of human rights, or natural or human-made disasters and who have not crossed an international border. \"New Displacement\" refers to the number of new cases or incidents of displacement recorded over the specified year, rather than the number of people displaced. This is done because people may have been displaced more than once.", "sourceOrganization": "The Internal Displacement Monitoring Centre (http://www.internal-displacement.org/)", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VC.IDP.TOCV", "name": "Internally displaced persons, total displaced by conflict and violence (number of people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Internally displaced persons are defined according to the 1998 Guiding Principles (http://www.internal-displacement.org/publications/1998/ocha-guiding-principles-on-internal-displacement) as people or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of armed conflict, or to avoid the effects of armed conflict, situations of generalized violence, violations of human rights, or natural or human-made disasters and who have not crossed an international border. \u201cPeople displaced\u201d refers to the number of people living in displacement as of the end of each year, and reflects the stock of people displaced at the end of the previous year, plus inflows of new cases arriving over the year as well as births over the year to those displaced, minus outflows which may include returnees, those who settled elsewhere, those who integrated locally, those who travelled over borders, and deaths.", "sourceOrganization": "The Internal Displacement Monitoring Centre (http://www.internal-displacement.org/)", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VC.IDP.TOTL", "name": "Internally displaced persons (number)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "VC.IDP.TOTL.HE", "name": "Internally displaced persons (number, high estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Internally displaced persons are people or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of armed conflict, or to avoid the effects of armed conflict, situations of generalized violence, violations of human rights, or natural or human-made disasters and who have not crossed an international border.", "sourceOrganization": "Internal Displacement Monitoring Centre.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VC.IDP.TOTL.LE", "name": "Internally displaced persons (number, low estimate)", "unit": "", "source": {"id": "11", "value": "Africa Development Indicators"}, "sourceNote": "Internally displaced persons are people or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of armed conflict, or to avoid the effects of armed conflict, situations of generalized violence, violations of human rights, or natural or human-made disasters and who have not crossed an international border.", "sourceOrganization": "Internal Displacement Monitoring Centre.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VC.IHR.ICTS.P5", "name": "Intentional homicides, UN Crime Trends Survey (CTS) source (per 100,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Intentional homicides are estimates of unlawful homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.", "sourceOrganization": "UN Office on Drugs and Crime's International Homicide Statistics database.", "topics": []}
{"id": "VC.IHR.IPBH.P5", "name": "Intentional homicides, international public health sources (per 100,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Intentional homicides are estimates of unlawful homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.", "sourceOrganization": "UN Office on Drugs and Crime's International Homicide Statistics database.", "topics": []}
{"id": "VC.IHR.IPOL.P5", "name": "Intentional homicides, international police sources (per 100,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Intentional homicides are estimates of unlawful homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.", "sourceOrganization": "UN Office on Drugs and Crime's International Homicide Statistics database.", "topics": []}
{"id": "VC.IHR.NPOL.P5", "name": "Intentional homicides, government police sources (per 100,000 people)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Intentional homicides are estimates of unlawful homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.", "sourceOrganization": "UN Office on Drugs and Crime's International Homicide Statistics database.", "topics": []}
{"id": "VC.IHR.PSRC.FE.P5", "name": "Intentional homicides, female (per 100,000 female)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Intentional homicides, female are estimates of unlawful female homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.", "sourceOrganization": "UN Office on Drugs and Crime's International Homicide Statistics database.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VC.IHR.PSRC.MA.P5", "name": "Intentional homicides, male (per 100,000 male)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Intentional homicides, male are estimates of unlawful male homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.", "sourceOrganization": "UN Office on Drugs and Crime's International Homicide Statistics database.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VC.IHR.PSRC.P5", "name": "Intentional homicides (per 100,000 people)", "unit": "", "source": {"id": "2", "value": "World Development Indicators"}, "sourceNote": "Intentional homicides are estimates of unlawful homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.", "sourceOrganization": "UN Office on Drugs and Crime's International Homicide Statistics database.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "VC.PKP.TOTL.UN", "name": "Presence of peace keepers (number of troops, police, and military observers in mandate)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Presence of peacebuilders and peacekeepers are active in peacebuilding and peacekeeping. Peacebuilding reduces the risk of lapsing or relapsing into conflict by strengthening national capacities at all levels of for conflict management, and to lay the foundation for sustainable peace and development. Peacekeepers provide essential security to preserve the peace, however fragile, where fighting has been halted, and to assist in implementing agreements achieved by the peacemakers. Peacekeepers deploy to war-torn regions where no one else is willing or able to go and prevent conflict from returning or escalating. Peacekeepers include police, troops, and military observers.", "sourceOrganization": "UN Department of Peacekeeping Operations, http://www.un.org/en/peacekeeping/.", "topics": [{"id": "13", "value": "Public Sector "}]}
{"id": "w_F_nsk", "name": "Annual wage for unskilled female workers in US$", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "w_F_skl", "name": "Annual wage for skilled female workers  in US$", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "w_M_nsk", "name": "Annual wage for unskilled male workers  in US$", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "w_M_skl", "name": "Annual wage for skilled male workers  in US$", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "WP_time_01.1", "name": "Account at a financial institution (% age 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Account at a financial institution denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_01.2", "name": "Account at a financial institution, male (% age 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Account at a financial institution denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "17", "value": "Gender"}]}
{"id": "WP_time_01.3", "name": "Account at a financial institution, female (% age 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Account at a financial institution denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "17", "value": "Gender"}]}
{"id": "WP_time_01.8", "name": "Account at a financial institution, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Account at a financial institution denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_01.9", "name": "Account at a financial institution, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Account at a financial institution denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_10.1", "name": "Account (% age 15+) [ts]", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_10.2", "name": "Account, male (% age 15+) [ts]", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_10.3", "name": "Account, female (% age 15+) [ts]", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_10.4", "name": "Account, young adults (% ages 15-24) [ts]", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_10.5", "name": "Account, older adults (% ages 25+) [ts]", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_10.6", "name": "Account, primary education or less (% ages 15+) [ts]", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_10.7", "name": "Account, secondary education or more (% ages 15+) [ts]", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_10.8", "name": "Account, income, poorest 40% (% ages 15+) [ts]", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP_time_10.9", "name": "Account, income, richest 60% (% ages 15+) [ts]", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP15163_4.1", "name": "Mobile account (% age 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mobile account denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP15163_4.2", "name": "Mobile account, male (% age 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mobile account denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "17", "value": "Gender"}]}
{"id": "WP15163_4.3", "name": "Mobile account, female (% age 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mobile account denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}, {"id": "17", "value": "Gender"}]}
{"id": "WP15163_4.8", "name": "Mobile account, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mobile account denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP15163_4.9", "name": "Mobile account, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mobile account denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP15163_4.8", "name": "Mobile account, income, poorest 40% (% ages 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mobile account denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "WP15163_4.9", "name": "Mobile account, income, richest 60% (% ages 15+)", "unit": "", "source": {"id": "57", "value": "WDI Database Archives"}, "sourceNote": "Mobile account denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months.", "sourceOrganization": "Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.", "topics": [{"id": "7", "value": "Financial Sector "}]}
{"id": "wpremia_F", "name": "Wage Premia for Females (the ratio of skilled female workers' wage  to  unskilled female workers' wage)", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": []}
{"id": "wpremia_M", "name": "Wage Premia for Males  (the ratio of skilled male workers' wage  to  unskilled male workers' wage)", "unit": "", "source": {"id": "80", "value": "Gender Disaggregated Labor Database (GDLD)"}, "sourceNote": "", "sourceOrganization": "", "topics": [{}]}